Instructional Content and Implications

Instructional Content and Implications
Instructional Content and Implications

Instructional Content and Implications

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Assignment: Instructional Content and Implications

Teachers need to determine the point at which consideration should be made for integrating social concepts, such as gender and diversity. Design a lesson plan that focuses on promoting diversity and equality in your classroom.

Write a four to FOUR (4) page paper in which you:

Formulate a lesson plan which focuses on maintaining a diverse classroom, including at least one (1) comprehensive integration strategy, a list of materials that will be utilized to integrate social concepts, and an assessment method for determining evidence of success.
Analyze two to four (2-4) implications that social class has on schooling, and determine a method of handling these implications in the lesson you have created.
Develop three to four (3-4) instructional strategies that avoid the seven (7) forms of gender bias in the lesson you have created.
Construct a method of conceptualizing and implementing the lesson you have created in terms of diverse population groups with your students.
Provide at least three (4) references (no more than two to three [2-3] years old) from material outside the textbook.

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.


Instructional Content and Implications


Diverse classroom lesson plan designing is a sophisticated, proactive and systematic process involving comprehensive, integrated, cohesive and participatory educational acquisition principles (Reece & Walker, 2016). Instructional content and implication accommodation in different classroom designing do not primarily alter the instructional standards, performance criteria or the instructional materials, but change the instructional delivery strategies and assessments methods. Based on comprehensive integration plans, the list of materials that are required to be utilized for integrated social concepts is instructional content, instructional process, instructional products, and the efficient learning environment. However, the specific materials needed for engaging diverse learning based on integrated social concept specifically involve auditory, visual, tactile-kinesthetic, practical and technology option materials. Social integration provides non-discrimination, diversity, equal opportunities and pluralism (Cremer-Schulte, 2016; Baker, 2016).

Comprehensive integration strategy on maintaining diverse classroom enables efficient designing of diverse and equality eliminating class harassment, victimization, and discrimination. Besides, full integration foster class relationships allowing various, inclusive presentation, specific or adapted resources, content selection and expected output. When designing diverse classroom lesson, comprehensive, integrated strategy allow understanding the list of materials and resources needed in diverse teaching programming, analyzing the learners’ characteristics and reviewing teachers expectations based on risk assessment and alternative identifications or adjustments. However, the comprehensive integration content, process and the environment should be differentiated to allow flexibility and manipulations (Cremer-Schulte, 2016).

The method used is assessing and evaluating the evidence of diverse classroom planning, and integrated social concepts are mainly diagnostic method. The diagnostic method takes into account of the accommodative teaching and learning content, process, products and the classroom environment aiming at determining the outcome and the objectives of integrated social concepts. The diagnostic assessment method takes an interim evaluation approach to enable periodical data collection and adjustments on the set classroom instructions and activities (Cremer-Schulte, 2016; Baker, 2016). An employing diagnostic method as both formative and interim assessment approach, instructors can assess the created plan for adapting the materials and resources used in integrated classroom designing. In this regard, the fundamental and strategic skills used in diverse instruction design and the individual’s role in implementing the created plan for adapting diverse materials and resources are assessed (Messiou & Vitorino, 2016). Comparatively, the diagnostic assessment method is an effective method for identifying and evaluating the learners and teachers demand that have not been meet diverse classroom lesson designing to allow future adjustments. Similarly, the assessment process can determine whether the integrated social concepts based on content and format are adequately adapted or need further modification (Reece & Walker, 2016).

Social class has both active and adverse implication on schooling as they can affect the steps of diverse instructional learning and teaching based on the process, content, environment, and products directly. The social class affects the political, social, economic and environmental background of schooling (Baker, 2016). From a political, economic and social perspective, the social classes based on complex industrial societies can influence classroom behaviors that only rewards acquire personality traits. Similarly, the social class affect schooling curriculum based on social power and regards administered such as medical and managerial skills and knowledge. Schools in complex industrial society or upper classes are likely to acquire better schooling compared to lower-class schools based on learning environment, social structure, and affluent professionals. Practically, the social class affects the success of education based on parental achievement, class and its environment, the class correlation and the gap between socioeconomic factors (Messiou & Vitorino, 2016).

The efficient method used in assessing the social class implications in schooling for the four effects is the formative assessment process. The applied formative evaluation method is a systemic approach to both mastery teaching and learning following detailed theoretical analysis of the social structure and the nature of the feedback obtained. Therefore, incorporating the formative assessment approach in social class implication is schooling assessment allow tracking and exploitation of the effects of social class in school. The formative evaluation method assesses the bridging gap, class correlation, parental achievement and the class environment that are directly affected by social class based on school (Reece & Walker, 2016).

The instructional strategies that avoid the seven forms of gender bias in the designed lesson planning are the social integration, social cohesion, social inclusion and social participation. The instructional strategies of eliminating the gender bias ensure that the materials and resources are accessible to all learners, students’ ability understandings are clearly demonstrated, technical instructions stereotyping, invisibility, unreality, imbalance selectivity, linguistic bias, and fragmentations are efficiently solved. Social integration allows instructional differentiation is eliminating gender isolation, linguistic bias based on gender and ethnicity, and promotes investigative approach for bias detectives (Cremer-Schulte, 2016). Therefore, integration, inclusive, cohesion and participatory strategies enable avoidance of the seven forms of gender bias in a diverse lesson instructional planning.

The method of conceptualizing and implementing the lesson created based on diverse population groups with learners is the adaptive differentiation method. The adaptive differentiated method measures the impacts of the diverse lesson formulation by establishing the starting point of the plan and setting the diverse and healthy equality learning outcomes (Messiou & Vitorino, 2016). Similarly, adaptive differentiation method for conceptualizing and implementing the lesson created based on diverse population groups with learners allows inclusive, differentiated and participatory learning where the issues with learners’ language, abilities and needs are handled. Similarly, the method allows both formative and diagnostic assessment of the learning process so that the steps of differentiated learning and teaching are implemented. For example, the method can challenge the impacts of social classes in schooling, the methods used in the formulation and implementation of the diverse lesson plan designing and the comprehensive integration strategies used on maintaining diverse classroom (Baker, 2016).


The diverse classroom lesson plan designing is a complicated process that can only be understood by collective bargains. However, employing comprehensive integration strategies on maintaining diverse classroom, understanding the social class impacts on schooling and the effective strategies to be used in eliminating gender bias enable efficient designing of the diverse lesson plan that is integrated, inclusive and cohesive. Therefore, diverse lesson planning requires both formative and diagnostic methods to test the outcome of the set objectives and make the future adjustments for effectiveness.


Baker, D. R. (2016). Equity issues in science education. In Understanding Girls (pp. 127-160). Sense Publishers.

Cremer-Schulte, D. C. (2016). On the links between natural amenities, residential processes and urban planning: lessons from an Alpine urban region (Doctoral dissertation, Grenoble Alpes).

Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., … & Vitorino, T. (2016). Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45-61.

Reece, I., & Walker, S. (2016). Teaching, training and learning: A practical guide. Business Education Publishers Ltd.

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