Final Instructional Design Project

Running head: PROJECT ANALYSIS AND INSTRUCTIONAL OBJECTIVES 1

Project Analysis and Instructional Objectives

May 3, 2021

PROJECT ANALYSIS AND INSTRUCTIONAL OBJECTIVES 2

Project Analysis

The underserved students include those foreign students, students of color, those living

with disability and the poor in the society lack resources and other important requirements that

are essential for their academic success. There is the need for alternative educational settings that

should be adopted to bring equality of learning in the classroom. The need analysis for the

underserved students includes various aspects that include provision of enough resources that is

both human and physical resources (Doucette, 2020). The government needs to consider

equipping their schools with enough resources from infrastructure, learning resources and

enough teachers. One of the main needs is to ensure that the school is welcoming and a serene

environment where the students are able to learn.

There is much need to use a checklist to determine if the school welcomes all despite the

differences and this includes the students of different genders, race, color and socio-economic

background receiving equal education opportunities. The school climate should be welcoming to

make students feel safe and part of the system (Thompson, 2017). In this kind of environment,

teachers are expected to develop a learning pedagogy that promotes equity especially in a

learning environment where there are English learners and speakers and all their interests have to

be taken care of. Scholars who may have challenges with understanding concepts in the normal

lecture classroom should be offered alternative learning options, such as the use of the

visualization method (Doucette, 2020). There are the issues of stereotyping that students

encounter and act as barriers to their academic success and this should be handled by the teachers

through treating all students with equality and ensuring that we teach to the individual’s needs.

PROJECT ANALYSIS AND INSTRUCTIONAL OBJECTIVES 3

The government should equip all underserved schools in order to offer equality in

education just in a similar manner to the privileged students creating a society of inclusivity. The

teachers have the responsibility of interacting with the students and understanding their needs

and challenges. This creates a way to channel the requirements in terms of resources and support

from the government that would ensure that students get quality education (Tan, 2018).

Successful presentation of the requirements of the underserved students results in teachers using

the resources from the government to improve the quality of learning of the underserved

students.

Objectives

There are various objectives that are targeted to achieve in this project and are

categorized into three stages which are cognitive, behavioral and affective. According to the

cognitive objective, the classroom should be welcoming and engaging and everyone is given an

opportunity to share their views and suggestions about their learning challenges giving educators

the hint about resources needed. The behavioral objective should create a learning environment

for all with a combination of both the English speakers and learners in a single classroom to

learn, interact, and communicate effectively (Tan, 2018). The daily interactions in a diverse

classroom contribute to more engaged scholars. Affective objective focuses on educators needing

to have empathy and understand students. This gives a sense of safety, and empowerment to

students as well as an opportunity to trust the educators to be there to help and make them

successful.

Plan

PROJECT ANALYSIS AND INSTRUCTIONAL OBJECTIVES 4

PROJECT ANALYSIS AND INSTRUCTIONAL OBJECTIVES 5

References

Doucette, D. (2020). How to Increase College Success for Underserved Students. Technology

Solutions That Drive Education. Retrieved 29 April 2021, from

https://edtechmagazine.com/higher/article/2020/07/how-increase-college-success-underse

rved-students.

Tan, G. (2018). 5 Ways to Better Serve Traditionally Underserved Youth - American Youth Policy

Forum. American Youth Policy Forum. Retrieved 29 April 2021, from

https://www.aypf.org/blog/blog-5-ways-to-serve-underserved-youth/.

Thompson, G. (2017). Effective Ways to Engage Underserved Students - Illuminate Education.

Illuminate Education. Retrieved 29 April 2021, from

https://www.illuminateed.com/blog/2017/11/effective-ways-engage-underserved-students

/.