Analytical Thinking and Decision Making: A Case Study

This case study explores the challenges faced by English language learners in the context of ESL and Academy. It discusses the implementation of standards, different teaching approaches, and assessment methods. The study highlights the importance of analytical thinking and decision making in creating equitable and effective learning environments.

Analytical thinking and decision making
Case Study

Running Head: Case study
The case study throughout the report will be referred to as ESL and L and A shall be used to
keep the confidentiality and will refer to the Learners and Academy respectively.
There were the concerns which have been raised by the students (L) of age group 12 due to
the insufficient attention given on how English proficiency levels will be included in the
standard instrumentation at the classroom level in Academy (A). In order to implement a
standard equitably, the attention is required to make sure that all students are adequately
prepared in the standard as per the proficiency standards. Further, cultural bias may impact
the creation of authentic learning tasks at the classroom level in ESL and thus the
considerable demands of higher order learning tasks for the language may put the students
into disadvantage who are learning English (Lachat, 2009).
The grading provided by the teachers are required to be considered in a process of decision
making in which the assessment methods used by the teachers can be analysed by the aspects
that they use for the process of grading. It is prominent to improve the ability of the teachers
to utilise different assessment methods while exploring the value judgement in the process of
decision making.
The theories of language teaching are shaped in different ways by how language teaching
nature is conceptualized. The Zahorik identified the link between the theories of teaching
skills and teaching and classified the teaching conceptions into three main divisions known as
the art and craft conception, theory philosophy conception, and science research conception.
It has been defined by the Newton that grading is considered as the process of standard which
are referenced at the judgement level while providing the recommendations to the grading
that can be fostered through the professional training. It has also been studied that in practice,
the teachers are more motivated to consider series of aspects like achievement, efforts, while
assigning the grades (Newton, 2007).
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The Teacher approach to art and craft conceptions is considered as something which relies on
the individual personality and skill of a teacher. The Art and craft activity to teach the
students is to create a unique series of skills which the teacher use in different ways as per the
requirement of the specific situation. However, there are no general strategies of teaching,
rather teachers are required to create a strategy to teaching (ESL) which permits them to do
what they feel is best and to remain themselves. The decision making of the teacher is
required competency in this art and craft conception due to the way of a teacher to analyse
the situation, realize different options, which are available depending upon the situations in
the class and then opting for the alternative which fits best for that particular situation
(Malone, 2012). It has been noted by the Bookhart that the teachers who have skills of
assessment training and principles and theory of grading still faces the problems with the
concerns of creating the description between the recommended gradin practices as well as
teachers grading practices which measures the assessment setting within the classroom
(Shaoqian & Jian, 2013).
The value-based approach to teaching theory is to create a model of teaching from the values
the (ESL) hold about classroom or learners’ role of education in society. There are distinct
ways of going about learning and teaching that can be educationally justifiable to create the
teaching practice based on some of the circumstances. This results in certain strategies to
teaching which is being viewed as justifiable in terms of politics and others seen this as
politically, automatically, and morally not supportable. It has been argued by the Bishop that
at the same time, the teacher cannot act as coach as well as judge and provided the
recommendations that teacher should put emphasis on creating the mentoring link with their
students in order to put the role of advocates, mentors for their learners while performing the
classroom assessments (Guskey, 2014).
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The value-based approach is not hard to determine because the advocate of literature in the
plan record, the teacher school based curriculum development prominently appeal to social
value systems and educational value systems in justifying their proposals. The value based
approaches in other examples includes the learner centred curriculum, team teaching, and
reflective teaching. The humanistic approach in language teaching is approved which focus
only creating the human values and in understanding the sensitivity of human to others
emotions, feelings and inviting the students in learning in the way the human is learning. The
team teaching depends on the perspective that teachers work best when they interact with the
colleagues, work in collaboration with peers and in all stages of teaching is beneficial to both
learners and teachers. The work of Moskavitz and Stevick determined the humanistic
approach as an example of community language learning. The reflective teaching is a strategy
to teach which depends on the teachers’ beliefs that helps in fostering their comprehension
the quality of their own in teaching and understanding the teaching process by critically
reflecting on their experiences of teaching. In the teacher education, the practices which aims
to create a reflective approach to teaching creates the skills which are required to be
considered for the teaching process objectively, analytically, and thoughtfully (EAL, 2014).
As a method of improving the practices in the classroom, this leads to which procedures are
required by the teachers in order to gather information on their own teaching practices and to
determine their own assumptions and values about teaching to reflect on their own decision
making, etc.
The theory based approaches comprise of many proposals and methods of teaching that can
be featured as rationalist or theory based in approach. This recommends that theory
underlying the method is determined through the utilisation of rational thought for reason.
The principle thinking a systematic thinking is applied to support the method and the
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conception. Therefore, results not draw the support from classroom outcomes in (ESL) but
defend through logical argumentation. The examples of theories of teaching in language
teaching in rationally based or theory approaches are silent way or communicative language
teaching. The silent way is derived from learning theory and is dependent on the set of beliefs
and claims on how learning takes place in adults. The Gattegno provides the evidence from
the underlying theory as self-evident and the classroom procedures which are distinctive to
the method which is drawing on learning principles. The communicative language teaching
depends on the grammar based approach to teaching and the researchers of communicative
language teaching through convincing critics determined the inadequacy of technological and
linguistic theory which are underlying the grammar based approaches. The communicative
language teaching was an attempt which was followed through the concept of communicative
competence and to implement it across all language program levels (NAP, 2019).
Nash and McMillan introduced a model for grading and decision making while the teachers
in the classroom assessment. This model proposed by Nash and McMillan outlook the impact
of both the internal aspects like values about learning, the beliefs of the teachers, etc and the
decision making by the teachers related to the grading. The external factors comprise of the
parental impact, pressures of accountability testing, etc. These external and internal aspects
impact the use of different assessment type by the teachers like performance assessments,
quizzes, which has identified how the English language teachers arrive at a fair grade in High
School while measuring more than non-achievement and achievement aspects and teachers
rule in the expectations. The investigation performed by the Zoeckler determined that the
grading was impacted by the systems adapted by the teachers believes or efforts of teachers
and their concerns related to the moral development.
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To ensure the practices based on diversity and equality principle, we have used equal
opportunity and diversity themes. In English language teaching, the equal opportunity was
linked to the law which emphasis on legislating against unjustified discrimination. We have
treated the (ESL) equally while removing the barriers to redress any imbalances in the staff
and classroom and removing the barriers to equal opportunity. As teachers, we determined
that the students are different in many invisible and visible ways through the understanding
for the diversity and equal opportunity in English language training. To implement diversity
and equal opportunity, we are required to think about the differences while not
underestimating the Invisible differences like family background, education, position in
home, values, etc. We have created the equal opportunity and diversity in the classroom with
an aim to communicate highly diverse people, range and integrate the things which provide
real content to create the language skills of the learners in meaningful way (British Council,
2015). As the students have the right to have their differences respected, we have determined
the different context in terms of ethical responsibility while making sure that English
language is accessible to all. We have provided the English profile proficiency that has made
sure that there are an educational and professional advancements.
I have used the performance assessments to measure the progress of the student on learning
standards by focusing on higher order thinking processes and how the learners implement the
skills and information in performing the task. As a teacher, we have implemented the
performance assessment for English language learners because it is viewed with optimism
due to the inherent flexibility in use of multiple measures and performance measures
assessment over time. The performance assessment has allowed us to use the strategies in
order to monitor the progress of the learners. We have implemented the range of activities
that can be comprised of more complete picture with clear information on what the learners
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have learnt in English language content areas. We have offered the learners with the
opportunity to take active participation in groups and in pairs and the assessment process
reflected the preferences for the students that helped in determining how this impact the
performance of the students. This is approach has also been widely reported in the literature.
It has been highlighted by the Wiggins that the requirement for flexibility in assessment helps
in focusing on what assessment will help in determining the interest, attitude and learning of
the learners. It has also been identified by the Gordon for diversity in the demand of task and
content the choice involving teacher selected items and self0selected items, which helps in
determining the flexibility in the performance time span (Westwood, 2018). The Trumbull
and Farr have also outlook if the objective is to determine what student’s learners know and
what are their abilities. It is required to make sure that the learners won't have invalidated in
the cultural differences and linguistic differences in the process of assessment while
providing the learners with a choice on selecting the approach that better accommodate the
style of the learners for greater validity.
We have used the multiple measures over time because the performance assessment offers
different opportunities for English language learners to identify what they have learned and
what they know in both content and language areas. It is critical for students to utilise the
multiple assessments whose first language is not English. Therefore, teachers are required to
provide the opportunity to the learners while determining their academic areas and progress
in language multiple times and through different assessment measures as the decision about
the learners’ progress, proficiency never be dependent on the results of a single test. The
learners are required to be provided with enough opportunities to showcase how they have
learned and to define what they have learned in ways that are comfortable for them and
providing them with the opportunity to reflect their own communication capabilities. The
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usage of multiple assessment measures resulted in more valid results as when the students are
provided with different ways to showcase their competitive area, it leads to more valuable
judgement. The work of Gardner helped us to understood the prominence of looking at the
different ways on how the learners learn the English language and determine how student’s
talents and strengths leave for the standardized test by providing the learners with different
classroom opportunities. Therefore, the strength can be built up when the learners are
provided with multiple ways of demonstrating what they can be and what they know in terms
of learning areas. This motivate the learners to draw on different thinking skills and permits
them with different comprehension of their own strategies to learning the knowledge of
content and situation. We as the teachers observe the organisational and thinking skills
overtime and created a valid profile for the learners over time. Through the multiple
measures, we were able to differentiate between the difficulties the learners have faced due to
the English skills and determined the lack of expertise or knowledge that have been acquired
through valid information about the development of learners and emerging knowledge
(Boardman & Palmer, 2019).
There were the concerns related to English language learners and education standard as per
the ESL Case that has been raised by numerous learners. Thus, we have applied the standard
equitably while focusing on making sure that all the learners are adequately prepared in the
standard proficiency and with diverse learner’s population. It has been studied that the
standard setting process have helped in English proficiency which have given no or little
attention on how the diverse learners meet the standards and that more focus is required to
implement the standard that are required for some of the learners. There are the concerns
related to the attention on how the learners can be included without failures and how the
diversity differences can be accommodated to the learners. Also, the concerns which have
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been analysed lead to standard based reform efforts which have never adequately addressed
and which are required by the English language learners to compete their emerging
assessment. Therefore, teachers are required to determine the more meaningful equity and
offer the different ways of accomplishing the tasks and solving the problem. We have
provided the English language learners with an effective challenging instructions with the
theory on the high-level learning. We have implemented a policy that provides greater ability
to educational opportunity for the learners and provided the full range of content knowledge
that is valued by society. To achieve the educational excellence, we have provided the
instruction that adequately prepare the learners in demanding learning task and performing
the complex task (Gannon & Ruane-Kelly, 2012).
We have paid enough attention on the cultural bias which raised the concerns of English
language learners in higher order learning. We have considered the diversity of cultures in
creating the authentic learning task for the learners while paying attention on analysing the
requisite mainstream cultural knowledge which is required for responding and understanding
learning task (Pellegrino, et al., 2011).
Further, it is complex for both the teachers and the learners who are especially
knowledgeable about the linguistic and cultural background. The grading by the teachers is a
complex process that is impacted by different contextual aspects.
Thus, we are required to work together in reviewing the fairness and appropriateness of
performance assessment of learners with varying English proficiency levels. Thus, the
attention has been paid on those concerns to achieve the academic success for all the learners.
We have created the standards in order to address the challenges and make the clarifications
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on the learners on how to connect the learnings with their expectations and how to perform
well in adult life while creating problem solving and reasoning skills. We have focused on the
implementation of assessment from instruction and curriculum where more flexibility is
utilised to measure what learners actually know and what is their ability. This new version of
creating the standard of learning and teaching needed the teachers to understand high
standards which are prominent in education. We have defined what is required for successful
to strive for the best. We have set the high standards for the learners to make them believe
that the quality of English language will be offered through the instructional methods that
will be available for the learners. The standards have also emphasized on the learning
environment quality, the level of professional development, and range of resources which are
required to support the achievement of the learners who come from linguistic and cultural
diversity backgrounds. We have provided the access to the instruction practices types that
helps in improving the learning in high level and have innovated the varied instructional
strategies that are required to create the diverse requirements and varied English proficiency
levels which are required to be learned at higher levels (Evans & Hurrell, 2016).
Garmezy has identified the risk factors which are linked with the increased likelihood of
individual creating behavioral disorder or emotional disorder in comparison with their peers.
The common risk aspects comprise of developmental delay, temperament, disturbed peer.
The risk has also been identified which includes the substance abuse or school dropout.
Various different aspects come into play. The proponents have also determined the protective
factors or the elements which are linked with resiliency for different results and have
categorised the protective aspects leading to resilience like child aspects such as social
competence and positive temperament, family aspects like supportive parents, community
factors like supportive school environment and positive relationships with significant adults.
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While many protective and risk aspects have been identified, no aspect has been directly
linked together with the later problems in the development. There are more promising
explanation of the link between the protective and risk aspects and disorder depend on the
multiple aspects and interactive link between the environmental context and risk factors
(Morrison & Cosden, 2016).
Although, the prominence of risk and protective aspects for people with learning disabilities,
there are empirical studies that explain the variation in learning disabilities. The aspects
which are related to resilience and risk for the learners with learning disabilities comprises of
emotional adjustment, family adaptation, social dropout, and Juvenile delinquency as well as
substance abuse. There are also the complex concerns related with learning disabilities in
adults which place the learners at greater risk which includes Poor adjustment including the
dropping out of High School. There are also some protective aspects that emerged in the
literature that may be implemented by specific interactions. The internal aspect that make the
learner with learning disabilities are more vulnerable to negative result which comprise of
different types of non-verbal learning disabilities (National Research Council, 2011).
We have made the decisions assessment as per managing these concerns. We have
incorporated the critical thinking while making the standards of the classroom culture explicit
and making learners to compare and contrast themselves with the other cultures. We have
created the cross-cultural skills classroom for such learnings to take place. We have also
created the knowledge and attitude to make the classroom effective and provided the learning
environment for the learners. We have provided the opportunities to the learners to participate
in learning and take participation in constructive roles as family members, workers and
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citizen. We have created the environment culturally diverse students in order to understand
how we can define the various ethnic groups. We have studied that the learners learn more
when they are challenged for higher expectation while involving them in collaborative
activities and accessing high expectations which help them to succeed in demanding activities
Such standards have helped in avoiding the adaptive rule rote learning and have involved the
learners in problem solving activities. We have asked open ended questions which needed the
learners to utilise their form of judgement. We have encouraged the students to opt for the
activities where they have to make the connections, evaluate and incorporate their analytical
skills and implement different ways of expressing the issue about the learning (Cole, 2017).
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References
Boardman, A. & Palmer, D. (2019) Educational Equity & Cultural Diversity. [Online]
Available at: https://www.colorado.edu/education/academics/graduate-programs/educational-
equity-cultural-diversity
British Council (2015) Equal opportunity and diversity: the handbook for teachers of english.
Cole, R. (2017) Educating Everybody's Children: Diverse Teaching Strategies for Diverse
Learners, Revised and Expanded 2nd Edition.
EAL (2014) From theory to practice: theoretical perspectives and influences.
Evans, R. & Hurrell, C. (2016) The role of schools in children and young people’s self-harm
and suicide: systematic review and meta-ethnography of qualitative research. Volume 16.
Gannon, M. & Ruane-Kelly, A. (2012) Building a Culture of Equality in our Society : A
Citizenship Education Resource for Transition Year and Key Stage 4.
Guskey, T. (2014) Making the Grade: What Benefits Students?. 52(2), pp. 14-20 .
Lachat, M. (2009) Standards, Equity andCultural Diversity.
Malone, S. (2012) Theories and research of second language acquisition.
Morrison, G. & Cosden, M. (2016) Risk, Resilience, and Adjustment of Individuals with
Learning Disabilities.
NAP (2019) Equity and diversity in science and engineering education. [Online]
Available at: https://www.nap.edu/read/13165/chapter/16
National Research Council (2011) Knowing What Students Know: The Science and Design
of Educational Assessment.
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Newton, P. (2007) Clarifying the Purposes of Educational Assessment. 14(2), pp. 149-170.
Pellegrino, J., Chudowsky, N. & Glaser, R. (2011) Knowing What Students Know: The
Science and Design of Educational Assessment.
Shaoqian, L. & Jian, H. (2013)x Re-examining formative assessment in ESL classrooms in
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Westwood, R. (2018) Why Equality Matters, and 4 Ways To Develop An Authentic
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