Multimodal Strategies

Student performance is an essential component of an effective school. Educators analyze student data, such as test scores, attendance, and behavior, to ascertain ways to improve student achievement. Though students take standardized tests, they have preferred learning styles. Hence, teachers must modify lessons to meet each student's learning needs. Implementing and maintaining a differentiated learning environment will facilitate multimodal teaching. However, classes vary and may not require all modes, but being familiar with varied instructions can open opportunities for designing and implementing instructional techniques to reach students in several ways. As a result, students' learning requirements and instructions match optimum performance. Several multimodal tactics teachers can use during teaching and learning are described below.

Cognitive Affective Theory of Learning with Media (CATLM)

The Cognitive Affective Theory of Learning with Media (CATLM) is a theory that stresses how the emotional design of features in multimedia learning material may increase cognitive processing during learning, therefore boosting the learning impact (Wang et al., 2021). CATLM allows teachers to employ media with verbal or nonverbal information with students during education. Nonverbal material can include sights and sounds, while verbal might take the form of writing or narrative. Multimedia content enhances instructional experiences and using CATLM appeals to the visual and auditory learner. Students who have IEPs with computer reads aloud accommodation can benefit from utilizing CATLM. Students' feelings of attachment during class can harm their thinking, reasoning, and remembering capacities, which negatively impacts learning. Therefore, aligning affection with media can improve lower order thinking skills (Chiu et al., 2020).

Control Value Theory of Achievement Emotion (CVTAE)

Scholars experiences varied emotions during teaching and learning; emotions such as anger and anxiety. Employing a teaching approach that appeals positively to students' emotions will result in an improved attitude toward academics. The Control Value Theory of Achievement Emotion appeals to such students; it predicts that positive-activating emotions like pleasure can improve performance (Ahn & Harley, 2020). Students usually have negative sentiments toward mathematics and reading. Employing CVTAE during teaching will prove beneficial to students. Lazarides and Raufelder (2021) reported that high teaching quality strengthens the positive relations between academic self-concept and positive achievement emotions in Mathematics. However, negative-activating emotions (such as rage) can aid learning in some situations, and emotions can play various functions depending on the subject matter and domain (Ahn & Harley, 2020). Teachers must develop relationships with students to identify emotions essential to their learning while using multimodal strategies. CVTAE demonstrates the need to consider students' feelings during teaching and calls for teachers to differentiate lessons.

Least Restrictive Environment (LRE) Initiative

The experiences observed in today's classroom aligns with students who work at varied pace under different circumstances. Some prefer to listen to music while learning, while others like quietness. Some students have learning or physical limitations and require extra time to perform activities. The least restrictive environment calls for all students to be in the same classroom regardless of disabilities and learning styles based on the Individuals with Disabilities Education Act (IDEA)(U.S. Department of Education, 2019). The LRE initiative facilitates students with IEP; these students sit in the general classroom, but the teacher modifies lessons according to their accommodations. Students with physical disabilities, such as hearing loss, are sometimes put in general education classes. These students may utilize a two-part device to amplify sounds when the teacher speaks; this action exemplifies the LRE.

Common Core State Standards (CCSS)

Schools employ common core state standards (CCSS) for teaching and learning; however, it is the teachers' responsibility to choose how best to deliver the standards in an understandable way to students. Forty-one states have adopted the CCSS, which focuses on Mathematics and English Language Arts, since 2010 (Arold et al., 2021). Having common core standards helps teachers prepare students for college and careers in a diverse society. Hence, teaching students problem-solving, critical thinking, and social skills became challenging for diverse learners. As a result, the teacher is responsible for teaching the said abilities through the material in an accessible manner while also satisfying the academic demands of the pupils. With the Common Core State Standards, two teachers teaching the same standard might employ various instructional and assessment methodologies depending on the needs of their students. However, CCSS can prove beneficial when children move between states and attend different schools.

Technology-Enabled Simulation

The pupils in today's classroom are digital natives; they were born in an era when technology gadgets were commonplace. Because students are accustomed to using electronic devices to communicate, play, and for other social elements, educators must integrate technology into the classroom to improve student learning. With technology-enabled simulations, teachers can engage these students during teaching and learning. When conducting experiments, teachers can have students who prefer working alone do so virtually. Similarly, the instructor might show pupils a lab replica to help them comprehend it. Teachers can also employ technology-enabled simulation in the classroom by including games and interactives in lessons. Students may benefit from games and interactive learning in the classroom because it allows them to regulate their own growth and display self-control, self-discipline, and learning autonomy (Palaigeorgiou & Papadopoulou, 2019; Wan et al., 2021).

Reference

Ahn, B. T., & Harley, J. M. (2020). Facial expressions when learning with a queer history app: Application of the control value theory of achievement emotions. British Journal of Educational Technology, 51(5), 1563-1576.

Arold, B. W., Shakeel, M. D., & Harvard University, Program on Education Policy, and Governance. (2021). The unintended effects of common core state standards on non-targeted subjects. program on education policy and governance working papers series. PEPG 21-03

Chiu, T. K., Jong, M. S.-yung, & Mok, I. A. (2020). Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics? Educational Technology Research and Development, 68(5), 2305–2320. https://doi.org/10.1007/s11423-020-09775-4

Lazarides, R., & Raufelder, D. (2021). Control-value theory in the context of teaching: Does teaching quality moderate relations between academic self-concept and achievement emotions? Wiley-Blackwell.

Palaigeorgiou, G., & Papadopoulou, A. (2019). Promoting self-paced learning in the elementary classroom with interactive video, an online course platform and tablets. Education and Information Technologies, 24(1), 805-823.

U.S. Department of Education. (2019, November 7). Section 1412 (a) (5). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1412/a/5

Wan, K., King, V., & Chan, K. (2021). Examining flow antecedents in game-based learning to promote self-regulated learning and acceptance. Electronic Journal of E-Learning, 19(6), 531-546.

Wang, Y., Zhou, Z., Gong, S., Jia, D., & Lei, J. (2021). The effects of emotional design on multimedia learning and appreciation of Chinese poetry. Frontiers Media S.A.