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    Planning Principles Applicable To Diverse Learners and Inclusive Settings

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    nang seng mun aung
    This document discusses three instructional techniques - differentiated instruction, universal design for learning, and retrofitting - for meeting the needs of diverse students. Differentiated instruction involves varying content, process, product, and learning environment based on student needs, interests and learning styles. Universal design for learning aims to reduce barriers and maximize learning for all students. Retrofitting is used when universal design does not meet student needs. These techniques help create flexible and inclusive classrooms through student-centered learning that considers student backgrounds.

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    Planning Principles Applicable To Diverse Learners and Inclusive Settings

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    nang seng mun aung
    17 views9 pages
    This document discusses three instructional techniques - differentiated instruction, universal design for learning, and retrofitting - for meeting the needs of diverse students. Differentiated instruction involves varying content, process, product, and learning environment based on student needs, interests and learning styles. Universal design for learning aims to reduce barriers and maximize learning for all students. Retrofitting is used when universal design does not meet student needs. These techniques help create flexible and inclusive classrooms through student-centered learning that considers student backgrounds.

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    This document discusses three instructional techniques - differentiated instruction, universal design for learning, and retrofitting - for meeting the needs of diverse students. Differentiated instruction involves varying content, process, product, and learning environment based on student needs, interests and learning styles. Universal design for learning aims to reduce barriers and maximize learning for all students. Retrofitting is used when universal design does not meet student needs. These techniques help create flexible and inclusive classrooms through student-centered learning that considers student backgrounds.

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    Download as pdf or txt
    17 views9 pages

    Planning Principles Applicable To Diverse Learners and Inclusive Settings

    Uploaded by

    nang seng mun aung
    This document discusses three instructional techniques - differentiated instruction, universal design for learning, and retrofitting - for meeting the needs of diverse students. Differentiated instruction involves varying content, process, product, and learning environment based on student needs, interests and learning styles. Universal design for learning aims to reduce barriers and maximize learning for all students. Retrofitting is used when universal design does not meet student needs. These techniques help create flexible and inclusive classrooms through student-centered learning that considers student backgrounds.

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    Planning principles applicable to diverse

    learners and inclusive settings


    Nang Seng Mun Aung Lahpai
    University of People
    EDUC 5711 - Teaching For Diverse and Inclusive Classroom
    Dr. Matheta Muraa Righa
    November 29, 2023.
    A brief overview of the principles of planning and designing for a diverse student population

    Thus, those students need the teaching


    strategies which consider their backgrounds,
    needs, strengths and weakness. The,
    numerous learning styles and materials can
    support the diverse students’ learning
    journey. Therefore, in my opinion, three
    instructional techniques: Differentiated
    Instruction, Universal Design for learning,
    Retrofitting can meet the need of diverse
    students.
    Diverse students come to the school with
    different abilities,skills,educational background
    and social background.That is why, those
    diverse students need diverses learning styles
    based on their need,interest and learning styles.
    Three instructional techniques: Differentiated Instruction, Universal Design for learning, Retrofitting
    Differentiated Instruction

    Differentiated Instruction means educators demonstrate and teach the students based on the individual students needs, interests and learning styles. This
    instruction can generally differentiate in three way: content( what), process( how) and product( evidence). ( Taylor, 2015)
    Content – what the student needs to learn or how the student will get access to the information;
    Process – activities in which the student engages in order to make sense of or master the content;
    Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and
    Learning environment – the way the classroom works and feels. (Tomlinson, 2000)

    Differentiating content involves: Differentiating process involves:

    -providing students with choices in order to ● providing many options at Differentiating product involves:
    add depth to learning different levels of difficulty or
    based on differing student -providing challenge, variety and choice Differentiating the learning environment
    -providing students with additional resources interests involves:
    that match their levels of understanding. ● Creating and offering choices -giving students options about how to express -considering the look and feel of the
    about how students express required learning, for example, create a puppet classroom
    (Tomlinson & Allan, 2000) their understanding of the show, write a letter or develop an annotated -providing a safe and positive environment for
    lesson.(Tomlinson & Allan, diagram.( learning
    2000) -allowing for individual work preferences
    ● Tomlinson & Allan, 2000) -managing the learning space. (Tomlinson
    ●
    & Allan, 2000)

    .
    Three instructional techniques: Differentiated Instruction, Universal Design for learning, Retrofitting
    Universal Design For Learning
    (UDL)

    Universal Design for learning (UDL) is a learning style which is designed for diverse learners to access the education.
    UDL minimises the students barriers and maximises learning for all students based on their strength, needs and interests.
    UDL principle of learning is Representation, Action and. Expression and Engagement.( Stanford, 2009)

    Representation
    Provide content in multiple way ( Eg. lecturing, using graphic, animations and auditory
    in learning) (CAST, 2010)

    Action & Expression

    Giving students opportunities to acquire the learning tasks and demonstrate what they know in
    UDL different way. ( eg. Allowing to do project, group presentation, feedback, paper writing and
    presentation.) (CAST, 2010)

    Engagement

    Negotiating students to have peace in the classroom and offering numerous choices
    that engage students and their interests. (CAST, 2010)
    Three instructional techniques: Differentiated Instruction, Universal Design for learning, Retrofitting

    Retrofitting

    Stanford ( 2009) claims that Retrofitting is planning based on the

    content to be covered, the process of measurable outcomes or the products

    showing mastery. When Universal Design for learning doesn’t meet with the

    students need the retrofitting is used to fulfill the students’ need. Thus, this

    strategy isn’t proactive, this is reactive.


    Using Flexible Classrooms and grouping for inclusive environments

    All of these three instructional techniques has the criteria of creating the flexible
    classroom and grouping for inclusive environment because all of these three strategies
    consider students’ interests,needs, strength and weakness.
    “Flexible grouping is also a teaching strategy where students are grouped together based
    on their individual needs, abilities, and interests rather than solely based on their grade level
    or age.” (Wahl, 2023)
    So the students are free in the classroom and can communicate without any inhibition because they
    are valued in the classroom and have a chance to participate to fulfill their needs.
    Environment-Centered Learning

    Melvin(2022) states that Student-centered learning is an instructional approach that


    shifts the focus of instruction onto the students instead of the teacher. Students are the center
    of learning and teacher has to consider the students needs, interests in learning. Teacher has to
    create a safe learning zone where diverse students can learn and reveal who they are and what
    they want. Then, Three instructional techniques: Differentiated Instruction, Universal Design for
    learning, Retrofitting also based on the students’ needs so these three instructional strategies
    can implement a positive inclusive environment-centered learning for diverse students.
    References

    CAST. (2010, January 6). UDL at a glance [Video]. YouTube.


    https://www.youtube.com/watch?v=bDvKnY0g6e4&embeds_referring_euri=https%3A%2F%2Fmy.uopeople.edu%2F&source_ve_pat
    h=Mjg2NjY&feature=emb_logo

    Melvin, M. (2022, March 3).How to Build a Healthy Student-Centered Learning


    Environment in Your Classroom. Prodigy.
    https://www.prodigygame.com/main-en/blog/student-centered-learning/#:~:text=Student%2Dcentered%20learning%20is%20an,Build
    %20independence

    Wahl, L. (2023,May 15).Flexible Grouping: Strategies and how it to use in your classroom.
    Kodale.
    https://www.kodable.com/learn/flexible-grouping-strategies-and-how-it-to-use-in-your-classroom#:~:text=Flexible%20grouping%20is

    %20a%20teaching,on%20their%20progress%20and%20needs.
    References
    Stanford, B., & Reeves, S. (2009). Making it happen: Using differentiated instruction, retrofit

    framework, and universal design for learning. TEACHING Exceptional Children Plus, 5(6), 1-9.

    https://files.eric.ed.gov/fulltext/EJ967757.pdf

    Taylor, B.K. (2015, January 14). Content, process, and product: Modeling differentiated instruction. Kappa Delta Pi Record,51(1),
    13-17.https://www.researchgate.net/publication/273340707_Content_Process_and_Product_Modeling_Differentiated_Instruction
    Retrieved from here.

    Tomlinson, C. A. ( 2000). Differentiation of Instruction in the Elementary Grades. ERIC

    Digest. ERIC Clearinghouse on Elementary and Early Childhood Education. Reading Rockets.
    https://www.readingrockets.org/topics/differentiated-instruction/articles/what-differentiated-instruction

    Tomlinson, C. A., & Allan, S. D. (2000). Leadership for Differentiating Schools and

    Classrooms. NSW Government- Education.


    https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refi
    ning-practice/differentiating-learning/what-to-differentiate#

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