Please Provide a research-based paper using APA method. Also provide research articles and journals as references and work citation. Also use APA in-text citation method in your writing. THANK YOU IN ADVANCE!!

The research paper should contain an instructional Program Design. The paper should be written in Six pages.

Please cover all the components in the research paper mentioned down below:

Please define and write the key components of the instructional program including specific objectives of this program. Write an plan for the program. The paper would have the following information:

1. Description of the educational or training program, including:

• The specific problem or issue being addressed.
• Program participants: Who is the target audience for the program? What is their background? What are the skills or knowledge that they need?

2. Description of the major program objectives: Describe what they are and why they are appropriate in terms of their ability to address the needs of potential participants and other stakeholders.

3. Description of the instructional plan, including:

• Learning objectives,
• Outline of key topics that will be covered in the program at a level appropriate to the participants (for example, basic, advanced, et cetera),
• Instructional techniques,
• Instructional resources,
• Instructional assessment strategies: A description of the assessment approach
• Provide a rationale for making the choices you did for the instructional plan. Also, regarding the instructional plan components, be sure to consider what is appropriate given the context of your program such as the learner characteristics, instructor capabilities, and the learning setting.

Please note that you can also use this information below to write the instructional program design and add the following information in the paper:

JUST AN FYI.................

Draft instructional program design: Title: Enhancing Technological Skillset

Objective 01: This objective aims to elevate students' proficiency in understanding complex mathematical problems by leveraging digital tools and platforms for solution demonstration.

Assessment Criteria: Progress will be measured through the successful completion of technology-infused assignments, collaborative digital initiatives, and technology-based assessments, reflecting students' seamless integration of technological resources.

Objective 2: Highlighting Real-World Mathematical Applications

Objective Overview: This goal focuses on enabling students to apply mathematical theories to tangible scenarios via engagement in mentorship programs and practical projects.

Assessment Criteria: The effectiveness of applying mathematical knowledge in real-life situations will be evaluated through the completion of mentorship-driven projects and the adept application of mathematical theories to solve authentic problems.

Objective 3: Implementing an Innovative Pedagogical Strategies (using cutting edge teaching techniques)

Objective Overview: This objective encourages educators to adopt and apply state-of-the-art educational strategies learned from professional development sessions in their IB Mathematics teaching approach.

Assessment Criteria: Adopting innovative teaching methods will be evaluated by integrating new strategies into lesson planning, soliciting and analyzing student feedback on instructional techniques, and observing classroom practices.

Aligned with the program's overarching goal to refine the educational experience for IB Mathematics students, these objectives are structured around measurable actions and outcomes, ensuring a strategic and quantifiable approach to achieving educational excellence.

Further Explanation:

Boosting Student Technical Proficiency:

Explanation: The aim is to increase student's ability to solve complicated mathematical problems and communicate their solutions using digital tools and platforms.

Measurable Outcome: Various methods, including the completion of technology-related assignments, participation in group digital projects, and assessment-based knowledge demonstration, will be used to evaluate the students' effective technology integration.

Applying Real-World Mathematical Applications:

This objective aims to highlight how students may realistically apply mathematical concepts in relevant circumstances by participating in mentorship programs and real-world initiatives.

Measurable Outcome: The test will determine how thriving students would use their mathematical knowledge in practical settings. Their successful completion of mentorship projects and their proven ability to apply mathematical concepts to solve problems in the real world will serve as the foundation for this evaluation.

Using Creative Teaching Methods:

Justification: This objective aims to motivate teachers to use cutting-edge teaching strategies acquired from professional development workshops in their IB Mathematics lessons.

Measurable Outcome: One way to gauge success is to examine how well teachers use new techniques. This evaluation can be done by watching teachers implement new strategies into their lesson plans, getting student input on how beneficial these methods are, and doing observations in the classroom.

The program's overarching objective, which is to enhance IB Mathematics students' learning environment, aligns with these learning objectives. The emphasis on measurable behaviors and performance outcomes ensures a precise and quantifiable path toward accomplishing the program's goals.

Additional information that can be used to write the paper: Teaching Strategies for the "Fundamental Assistance for IB Mathematics" Program:

1. The Model of the Flipped Classroom:

Instructional Strategy: During non-class hours, students interact with the course material using interactive simulations, web resources, or lectures recorded in advance. Afterward, class time is devoted to group projects, solving problems, and answering particular queries.

Teaching Resources: Virtual simulations, interactive internet platforms, pre-recorded video lectures, and collaborative technologies for in-class activities.

Suitability: This strategy aligns with the focus on integrating technology and taking a student-centered approach. It promotes active class participation, lets students learn quickly, and offers chances for in-the-moment question clarification. Technology usage aids the program's goal of creating an integrated technology curriculum.

2. Learning in the Community:

Instructional Strategy: Form alliances with neighborhood organizations to offer mentorship programs and practical applications of mathematics. Students cooperate with community experts, work on projects, and visit various locations.

Teaching aids include field trip plans, mentorship program structures, project guidelines, and collaborative communication tools.

Suitability: This approach aligns with the focus on real-world applications and community links. It improves students' problem-solving ability, helps them realize how mathematics is used in real-world situations, and encourages them to get involved in the Community. The program aims to create community partnerships for mentorship and the opportunity to use mathematics in real-world practical experience.

Considering Technology Integration: Using multimedia resources to accommodate various learning styles, the flipped classroom concept aligns with the emphasis on technology integration.

Community Engagement: The program's goal of encouraging ongoing community involvement aligns with community-engaged learning. Students can use it to apply their mathematical knowledge in practical settings.

Student-Centric Approach: A student-centric approach is enhanced by both methods. Individualized learning is made possible by the flipped classroom approach, whereas community-engaged learning offers a hands-on, cooperative learning environment that is customized for each student.