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Portfolio - EDUC 5711-Unit 2 - Organizing Instruction of Diverse Students
Portfolio - EDUC 5711-Unit 2 - Organizing Instruction of Diverse Students
Portfolio Assignment
Introduction
Every kid should feel supported intellectually and academically in a
research, many children may have a higher chance of succeeding academically in environments
with more collaborative styles of learning that are tailored to students' individual experiences
(Kaplan and Miller 2007). The teachers are the main supporters of inclusive education. As a
every student. I assess their social, emotional, behavioral, physical, and intellectual strengths. To
learn more about the student's needs, I consult with their guardians or parents. I learnt various
methods and learning practices from unit 2 that will help my diverse classroom. In my
classroom, the Universal Design for Learning (UDL) strategy is the most effective one, thus I
want to emphasize how I can use it to improve my grouping and product practices.
The goal of universal design for learning (UDL) is to create accessible learning
environments for all students, including those with impairments, those from varied cultural and
language backgrounds, and gifted and talented students (IBO, 2022). According to Universal
Design for Learning, educators must concentrate on making successful plans. UDL welcomes all
learners by collecting information and creating instruction depending on their needs and interests
(Stanford & Reeves, 2009). This information shows me that every student is different, and their
preferred learning style might be as distinctive as their personality. The content and knowledge
must be distributed in a variety of techniques as well. This can ensure that it complements the
available, producing content that is appropriate, relevant, and engaging to the learners as well as
providing flexibility in how they obtain skills and knowledge, are some of my responsibilities in
terms of attracting interest. Throughout the course, I try to mix up the assignments, interactions,
and work pace to keep things interesting for the students. While the instruction's main topics
should be addressed, I could change the level of difficulty to accommodate a diverse group of
students. Line, shape, color, texture, and form are a few examples of how I can portray content in
the visual arts. I collaborate with students to engage them in learning activities that promote
individualism and choice, are relevant, and as a result, are inspiring and interesting. In addition, I
would include tools like technology, hands-on activities, and group work, which are important
components of UDL content planning across a range of subject areas (Stanford and Reeves,
2009).
It should be expected, in my opinion, that the product will vary to some extent
in line with the content and approach. Instead of just measuring learning, teachers should utilize
approaches to figuring out what constitutes sufficient evidence or the range of items I can utilize
for evaluation.Winemiller said that it is crucial to conduct initial and ongoing assessments of
readiness and growth. To encourage the best possible learning, it can take the form of questions
before, during, and after instruction (Winemiller, n.d). By asking questions, children will be able
to clarify their current knowledge of a topic, extend it to other ideas, and become conscious of
what they know and do not know. In order to deliver the most relevant and meaningful activities
or assignments, I must prepare the lessons to correspond with or adjust my teaching. I can
include and assist my students by making the lessons more relevant to their lives and
Conclusion
Providing equal learning opportunities for all students is the aim of Universal
Design for Learning (UDL). Since there is more diversity in classrooms than ever before, it is
essential for students to receive instruction that takes into account their different points of view
(Sutcliffe, 2021). With the help of universal design, I may offer a variety of solutions that will
address the needs of students from all backgrounds.To be able to use this framework effectively,
Kaplan, M. & Miller, A. T. (Eds.). (2007). Special Issue: Scholarship of multicultural teaching
International Universal design for learning (UDL) and inclusive practices in IB World Schools
(2016).
https://ibo.org/research/curriculum-research/cross-programme/universal-design-for-learning-udl-
and-inclusive-practices-in-ib-world-schools-2016/
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
Sutcliffe, J. (2021). Strategies for Engaging Students with Different Learning Needs. Digital
Matters.
https://scholarblogs.emory.edu/digitalmatters/2021/05/27/strategies-for-engaging-students-with-d
ifferent-learning-needs