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EDCO725 - Teaching and Learning

Student’s Name

Institutional Affiliation
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Introduction

Teaching/learning can a complex process, especially when dealing with diverse

students at advanced theories. Although there is no consensus about what constitutes

good teaching/learning, it is agreed that actively engaging learners can enhance the

learning process (Deslauriers et al., 2019). The purpose of this paper is to analyze the

utility of various teaching/learning strategies for diverse students in the human services

educational context. The paper will also compose master-level lesson plans, demonstrate

the incorporation of active learning strategies, assess the role and impact of

teaching/learning theory, create a syllabus and critically evaluate learning/teaching

theories through the lens of scripture.

Utility of various Teaching/Learning Strategies for diverse Students

Teaching diverse students can be a challenging task. However, applying the

appropriate teaching/learning strategies can enhance success in the human services

educational context. According to Matthews (2020), “demonstration of high expectations,

ensuring culturally-relevant instruction, establishing caring relationships, and effective

community engagement” are some of the best strategies of dealing with diverse students

(p. 1). Each of the strategy has unique utility that would be valuable in the human

services educational context.

Demonstration of High Expectations

Expectations are internal processes arising from our belief systems and values.

Research on working with diverse students has revealed that low teacher expectations

have contributed significantly to the achievement gap (Goldhaber et al., 2019). As such,

educators must be willing to explore attitudes, beliefs, and assumptions leading to low
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expectations and accept responsibility for the influence they have on student learning.

Adopting this strategy will ensure challenging curricula are taught in ways capitalizing on

the strengths of learners (Matthews, 2020). Appreciation, praises, and rewards can foster

motivation and encourage learners to take responsibility for their own learning.

Teaching/learning through this strategy will be guided by the belief that all

students can learn to high levels. As such, all learners will be taken to be “at-promise,”

not at risk (Matthews, 2020). Additionally, an instructor will persistently adjust

instructional approaches to meet the needs of all students. The strategy further requires

the teacher to allow learners enough time to think and internalize concepts and equitable

opportunities for participation and response. Asking high-level open-ended questions will

enable students to analyze, synthesize, and interpret teachings.

Ensuring culturally-relevant Instruction

This strategy is critical in addressing the existing achievement gaps by

race/ethnicity. Culturally-relevant instruction involves the use of the language and

comprehensions that learners have acquired in their homes and communities to determine

what they already know and what they need to learn in school (Matthews, 2020). It also

requires the incorporation of family and community concerns into the curriculum. For

example, Christian families and communities would like a form of teaching that fosters

Christian values (Keddie et al., 2019). Other aspects of culturally relevant instruction

include the active engagement of students in the learning process and use of equitable

grouping practices.

There are various utilities associated with the use of culturally-relevant instruction

in the human services educational context. According to Matthews (2020), this strategy
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can foster cooperative learning, which provides students with various opportunities for

using language in purposeful, meaningful, and interesting ways leading to self-

confidence, self-esteem, and excellent communication skiils. When applying this

strategy, the instructor should arrange the classroom in a way that supports collaborative

learning. Organizing group practices in ways bringing diverse learners together can

contribute significantly to success. Small groups are preferred to ensure that students are

concerned by their learning as well as that of other group members (Herrera-Pavo, 2021).

However, each student in a group is individually responsible for his/her own learning.

Establishing Caring Relationships

No learning can occur without relationship. As such, instructor-learner

relationship is critical to the learning process. Good classroom relationships occur when

students and families feel that learners are treated fairly by the school staffs, when

immigrant students are paired with friendly students who can help them cope up with the

new school environment, and when teachers express interest in students’ activities

(Matthews, 2020). Such relationships provide learners with opportunities to interact in

positive roles and acquire leadership skills. Additionally, monitoring programs are

established to build a sense of personal efficacy and community connection.

Effective Community Engagement

Community engagement in learning institutions has always contributed positively

to teaching/learning. Participating in community activities is one of the ways of involving

communities in teaching (Matthews, 2020). It gives learners the opportunity to interact

with different community members and gain meaningful insights. Community

engagement is critical in counseling and human services context because it allows

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learners to identify some of the existing community problems and explore ways to

address them. Community centers and churches are critical avenues of community

involvement in teaching/learning.

Lesson Plans

Lesson Title: Family, School and Health Systems Grade Level: Masters
Curriculum Standards Essential Questions

Lesson Objectives – Student Learning Outcomes

By the end of this lesson, learners should be able to:
 Define systems theories and apply behavior change principles and approaches to problem-
solving in those systems
 Develop an understanding of how the health consequences of family, school, and
community problems are interconnected
Prerequisites
No prerequisites required
Assessment/Evaluation
Portfolio
Report
Group discussions
Academic Language Demands
Graduate-level language required
Instruction
Lesson Part Description of Description of Activities Meeting Individual
Activities and and Instruction and Group Needs
Instruction (Student’s Role)
(Instructor’s Role)
Oral Lecture Presenting a lecture Listening, taking notes, Individual needs
about a topic. asking questions
Lecture slides will
be used
Videos/Documentaries Some lessons will Watching, taking notes, Individual needs
involve the asking questions
Instructor playing
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Guest speakers
Group discussions
Materials/Resources
Course textbook
Co-Teaching Strategies Used: Guest Speakers
videos or
documentaries when
teaching some
concepts
Bring in guest Listening, taking notes, Individual needs
speakers, mostly asking questions
experts in a given
field
Form groups of five Participate in group Group needs
and assign students activities
Technology
Computers and projectors

Incorporation of Active Learning Strategies in Teaching

A course is supposed to change or have a positive impact on a learner. Learning

new information and skills should always be a rewarding experience, regardless of the

grade received at the end of the course. That is why it is not enough for an instructor to be

knowledgeable about teaching and learning theories. The professor must also embody a

style that encourages students to learn, grow, and succeed in their own abilities

(Amerstorfer et al., 2021). Active learning can be an effective way of increasing leaners’

engagement.

Making teaching and learning a two-way street can be an effective strategy to

ensure active learning. This would help to deviate from today’s educational system that is

very much one of teacher-centeredness versus student-centeredness. Students often rely

on their instructors to provide all the knowledge, ideas, direction, and guidance. When

instructors become the sole source of knowledge, students lose the opportunity to develop

their own imagination and creativity (Matthews, 2020). The goal of active learning is to
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break down hierarchies and foster a collaborative environment where students

demonstrate what they have learned to their peers through discussions and other related

activities.

Essentially, teaching involves facilitating constructionist learning by promoting

active participation in what students are learning. For example, instead of lecturing about

how counseling should be done, an instructor should encourage students to watch

documentaries featuring counseling sessions and discuss their thoughts. An instructor

should be able to inspire students to design their own learning experiences (Matthews,

2020). This can happen through multiple mediums including writing, drawing pictures,

videoing a lecture and posting it online for other students to watch, or creating a podcast.

Role and impact of Teaching and Learning Theory within the Context of Graduate

Education

Teaching and learning theory offers insight into the understanding of the concepts

and principles guiding graduate education. There are multiple theories models supporting

graduate education. Examples include the Practical Learning Theory (Mayer, 2019),

Albert Bandura’s Social Learning Theory (Rumjaun & Narod, 2020), Constructive

Learning Theory (Pande & Bharathi, 2020), and the Theory of the Four Basic Mental

Processes (Crompton et al., 2020). It is critical for instructors and other key stakeholders

to be aware of the rationale behind each theory and determine how it can be applied to

enhance success in graduate education.

Teaching and learning theories provide an understanding of the various

connections existing within and between subjects. This supports the understanding of

subjects in terms of their interrelationship which can be seen as a context for knowledge
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to be interpreted (Uchihara & Yanagisawa, 2019). As such, teaching and learning theory

focuses on the processes used by individuals to understand their environment and make

decisions based on their understanding. There are many models that have been designed

to help students approach problems in different ways which instructors can use to guide

their teaching activities. The impact of theory is that it promotes collaboration while

allowing instructors to share the knowledge they have with others (Matthews, 2020).

However, some theories have sparked controversy because they focus on the most

effective methods of teaching when there is not a consensus on what constitutes effective

teaching.

Course Syllabus

HSC 600: Introduction to Counseling and Human Services

Credits: 3
Mondays/Fridays 13:00-14:30
Instructor:
Telephone:
Email:
Office Hours: Thirty minutes before & after class or by appointment

Textbook: Jackson, Y. (2006). Encyclopedia of Multicultural Psychology. New York

City: SAGE
Required Materials: Student Email, Portfolio Binder
Course Description: Critical evaluation of career opportunities in Counseling and
Human Services. Covers various fields of practice such as drug and substance abuse,
child welfare, aging, mental health, developmental disability and corrections

General Educational Objectives:

Analytical: Critical, level 6; Problem-solving, level 6

Communication: Written, level 5; Spoken, level 5; Multi-media, level 5
Culture/History: Personal, level 3; Native American, level 3
Human Experience: Civic, level 3; Professional, level 3; Leadership, level 3

Program Outcomes: Understanding Counseling and Human Service Policy & Practice;
Helping Process; Social Welfare Systems; Ethical Dilemmas; Values/Attitudes,
Knowledge, and Skills; Organizing & Changing Systems; Intervention Strategies;
Survival in the Field.
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Prerequisites:
No prerequisites for this course. It is assumed that students taking this course have a basic
background on the issues covered.

Course Learning Objectives:

1. Understand the basic concepts of Counseling and Human Services in the United
States
2. Explore the history of Counseling and Human Services work
3. Understand counseling and human services policies and programs and their
impact on diverse populations
4. Apply a systems model to the understanding of counseling and human services
5. Compare and contrast different strategies of Counseling and Human Service
delivery
6. Critically evaluate approaches to social change, social movements, organizational
policy and reform
7. Explore socio-economic, political, and cultural factors within American society
determining how Counseling and Human Service problems are identified and how
services and fields of practice are designed to tackle these challenges

Course Format:
At the beginning of each class meeting, leaners will be expected to submit typed
responses to from previous chapter readings. This course will include lectures and group
discussions. During the lectures, the Instructor will use PowerPoint presentations with
summarized notes. Students will be required to download all the notes at the Canvas at
the beginning of every lecture.

Course Evaluation Due Date Points

Self-Reflection Report April 25 30
Portfolio April 30 30
Group Discussions Bi-weekly 20
Final Exam May 5 10
Chapter Questions Weekly 10

Portfolio:
The portfolio is an ongoing collection of journal entries, assignments, and projects that
communicate your learning in the context of a specific course. In the first class meeting,
you will create a portfolio to share with your peers. You will do so every week to assess
what you have learned in this course by providing feedback on activities completed by
peers and reflecting on it through journaling. You must complete a minimum of 10
entries by the end of the course. Each entry must include at least a paragraph 1)
summarizing a reading material; 2) critically evaluating the reading material and; 3)
applying to it to your own personal/professional development.

Self-Reflection Paper:
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Topic: Attitudes/values, skills, and knowledge of Counseling and Human Services

workers as described in in Chapter Five of the Course Reading. Providing specific
examples, describe 1) why at least five items in each category (Attitudes/values; Skills;
Knowledge areas) are important in Counseling and Human Services work, 2) how well
you demonstrate at least five items in each of the categories, and 3) how you plan to
develop each:

Attitudes/values:
Empathy
Patience
Humor and light touch
Self-awareness
Capacity to ask for help and give feedback
Open-mindedness, skepticism, and rejection of stereotypes
Belief in people’s and systems’ capacity to change

Skills:
Data collection
Information sharing and storing
Contract negotiation and problem-solving
Relationship building
Construction and implementation of action plans
Monitoring and evaluation (M&E)

Knowledge Areas:
Human growth and development
Abnormal growth and development
Social problems, special populations, and resources
The dynamics of groups and organizations
The impact of society and culture on behavior
The socio-economic and political forces affecting counseling and human services
Research and evaluation

Following APA guidelines, submit a paper of 4,000 words (+/- 10 %)

The following grading scale will be used for all assignments:

90-100%=A
80-89%=B
77-79%=C
60-69%=D
Below 60%=F
 Course Schedule
Week Topics Readings Speakers/Due
Dates
Feb. 26/28 Intro: Meaning of Chapter 1 Documentary
Counseling and Human
Services
Mar. 2/4 Evolving Nature of Chapter 2 Oral Lecture
Counseling Process
Mar. 9/11 Intervention Strategies Chapter 3 Oral Lecture
Mar. 16/18 Attitudes, Values, Skills Chapter 4 Oral Lecture
Mar. 23/25 Ethical Dilemmas Chapter 5 Professional
Choices at Work
library DVD
Mar 30/April. 2 The Social Welfare Chapter 6 Oral Lecture
System
April. 7/9 Poverty Chapter 7 Money worksheet
Midterm Poverty exercise
Study/Review
April. 14 Midterm Midterm
April. 21/23 Working with diverse Chapter 8 Cultural
populations Competence
DVD

April. 28/30 Interviews Chapter 9 Oral Lecture

May. 4/6 Case Management Chapter 10 Guest Speaker

May. 11/13 Groups Sessions Chapter 11 & 12 Oral Lecture

May. 19/20 Legal issues Chapter 14 Portfolio due
May. 25 Dealing with Burnout Chapter 15 Oral Lecture
May. 26 Final Exam Review Final Exam
Review
May. 27 Final Exam Final Exam
*Any changes to the schedule will be communicated accordingly

Critiquing Learning Theories, Methods, Assumptions, and Teaching Strategies through the

lens of Scripture

From a scripture perspective, the different theories, models, assumptions and teaching

strategies guiding instructors in their teaching have strengths and weaknesses. The Theory of the

Four Basic Mental Processes indicates that perception, comprehension, thinking and knowing are
critical aspects of teaching/learning (Crompton et al., 2020). This theory views classical

conditioning as example of how people can develop different dispositions. The theory does not

emphasize the need to ensure all learners are given an equal opportunity as the scripture on

equality would propose.

The Cognitive Appraisal Theory was created in an effort to learn more about how people

judge the same information differently. The underlying theory is that information is judged by

three components of appraisal. These include significance, vividness and likelihood (Ekatushabe

et al., 2021). The theory relies on different sources of data to support the idea that different types

of knowledge are created as a result of these processes. In contrast, the Nature-Nurture

Dichotomy theory indicates that people are born with an inherent set of tendencies, which tend to

be shaped by multiple factors such as information from their environment and biology (Resende,

2019). Personal attributes are influenced by family and other influential figures they encounter in

their lives. This is a major factor in how people learn and make decisions throughout the course

of their lives. The Nature-Nurture Dichotomy is consistent with scripture teachings of parenting

and acquisition of good behaviors. For example, the Bible in the Book of Proverbs 13: 24

indicates that “Those who spare the rod hate their children, but those who love them are diligent

to discipline them”. Disciplined learners are likely to learn better than their undisciplined

counterparts.

The Theory of Multiple Intelligences, which is critical in teaching/learning, indicates that

thinking styles differ across individuals. Those who are high in interpersonal intelligence, or

interpersonal skills, typically learn best through mentorship and understanding how to relate to

others (Shasha & Hua, 2020). People who are high in linguistic intelligence tend to learn best

when information is clearly explained. Those who are high in logical-mathematical intelligence
tend to learn best through a structured lesson plans. This is consistent with Scripture teachings of

talents in which every individual is specially gifted in a given area. The scripture also encourages

people to utilize their talents to benefit from them.

The Practical Learning Theory is based on the idea that learners take action to improve

their current skills and knowledge, but they make mistakes in the process (Mayer, 2019).

However, instructors can provide guidance to avoid such mistakes. The theory fails to account

for learners who have different goals and are seeking different types of knowledge than other

educators. In addition, some learners want knowledge for professional advantage which may be

at odds with the learners’ personal growing needs.

Symbolic Learning Theory is based on the idea that learners are guided by abstract

representations of the world that are represented in pictures, symbols, and words (Rumjaun &

Narod, 2020). The theory fails to account for the fact that learners do not only use pictures and

words to represent the world around them. Rather, they use their own language which is based on

their culture and location. For example, a learner who is born in a rural area of Pakistan may not

learn to count using Arabic numerals, but instead may use the Hindi numbers they hear in the

marketplace.

Constructive Learning Theory is based on the idea that learners employ a number of

constructive and evaluative processes when learning (Pande & Bharathi, 2020). Individual

differences within learners are considered to contribute to the quality of learning. Individuals are

able to make different dispositions that impact their ability to learn. These can vary across

groups, such as between those with different cultures or those who have a positive disposition

towards education. Multiple disciplines employ teaching and learning theory. Examples include

the social sciences, behavioral sciences and natural sciences. The main goal of these disciplines
is to create an environment to promote learning among students (Matthews, 2020). Teaching and

learning theories can be applied to any learning institution to enhance the quality of

teaching/learning. Although teaching and learning theories are very much a part of the

mainstream of contemporary educational thought, they may not be universally popular. They are

meant to serve as rubrics by which educators can help understand how students learn best. This

leads educators to helping students develop better memories as they learn different concepts.

Conclusion

In summary, demonstration of high expectations, ensuring culturally-relevant instruction,

establishing caring relationships, and effective community engagement are some of the strategies

instructors can employ when teaching diverse students. Enabling learners to take responsibility

for their own learning, empowering them to analyze, synthesize, and interpret teachings are some

of the utilities associated with these teaching strategies. The strategies can also help to address

the existing achievement gaps by race/ethnicity and provide learners with opportunities to

interact in positive roles and acquire leadership skills. Some of the theories applicable to

graduate education include the Practical Learning Theory, Albert Bandura’s Social Learning

Theory, Constructive Learning Theory, and the Theory of the Four Basic Mental Processes.

There is no consensus on the most appropriate theory because has its own strengths and

weaknesses.
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