(Landy, n.

d)

EDUC 5711-01 - AY2023-T2

Unit 2: Organizing Instruction of Diverse Students

Planning principles applicable for diverse learners and inclusive settings

Written assignment

Instructor- Dr. Abdelmadjid Mokhtari

November 20, 2022

Introduction

The goal of organizing instruction is to arrange each learner in the most suitable program or class and make sure that teachers
have access to the resources and support they require to address the requirements of the students. The learning abilities, needs, and interests of
each student must be taken into consideration while designing instructional supports as the needs of each student vary.

(Five principles of inclusive education, 2019)

Most educators now understand that various learning styles call for various methodologies. If we want to successfully accommodate a diverse
group of learners, we must be flexible, adaptive, and prepared to attempt various methods of information distribution.
Overview of the principles of planning principles applicable for diverse learners and inclusive settings

(21st century learners instructional toolkit. n.d)

Learners can take multiple forms. Despite the student's age, skill, or subject, we will encounter a variety of
interests, strengths, and objectives. Teaching and learning are benefited by diversity and inclusion. When creating lesson plans for a class
with a diverse set of abilities, it's a good idea to consider the different sorts of learners you have in the class and design activities that will
appeal to them. The needs of students with learning difficulties should be taken into consideration while organizing and configuring data
(Howard, and Christian, 2002). Education is enriched and strengthened by diversity in the classroom. Students progress when their
curriculum is centered on their individual strengths and gives them agency and a voice. According to Bray, the requirements of diverse
learners are supported by a variety of instructional strategies. He points out that engaging in small groups in teacher-led instruction allows
students to gain a greater chance to connect and learn. When using films to encourage students, teachers must also assist them in
completing one concrete task related to the subject (Bray, 2005).
Differentiated instruction

Differentiated Instruction emphasizes that a simple teaching

approach will not work for all students, particularly when the student's learning

style and the teacher's learning style are incompatible (Levine, 2002). Differentiated

instruction, which is the process of determining each student's unique learning

requirements, interests, and strengths and tailoring classes to meet them, has grown

in popularity as a way to support diverse kids in their learning. According to studies

on the effectiveness of differentiation, this approach benefits a broad spectrum of

learners, from those who are thought to have high ability to those who have learning
(Tomlinson & Imbeau, 2010)
impairments (Weselby, 2022). The four approaches listed by Tomlinson for how

teachers can differentiate their lessons are as follows: 1) content, 2) process, 3)

product, and 4) learning environment (Tomlinson, 2006).

Universal Design for Learning (UDL)
In a conventional classroom, the "average" student is taken

into consideration when arranging the lesson. A lecture or slide show is frequently

the only option for all students to learn the content. Instead, the teachers can

conduct a poll of the class to learn what they already know and what queries they

have about the subject. In a UDL classroom, the importance of learning how to

learn is emphasized through a range of assessments, cooperation, open-ended

activities, numerous learning styles, interaction, and different teaching

philosophies (Stanford, 2009). The teachers make classes more relevant to

students by using the information to scaffold instruction. Use a variety of

instructional methods, and consider any learning supports that the students might

(Butler, 2013) require. All students are likely to have the chance to succeed when instructional

materials, techniques, and assessment tools are provided with scaffolded learning

process (Hitchcock et al, 2002).

Retrofitting
Unlike UDL, retrofitting responds to a lack of student progress by utilising previous curriculum and methodologies
and taking into account minimal differentiation of instruction (Meo, 2008). Retrofitting is frequently viewed as the initial step in
addressing the requirements of a student who is not achieving her full potential. It is for teachers who are just starting to try to
differentiate instruction. In the past, teachers have used the retrofit approach for the Universal Design for Learning (UDL) (Stanford,
2009).

(Brookes publishing, 20016)

Demands for content, processes, and products are first taken into account by retrofit, which then collects information on students,
analyzes any discrepancies discovered, and uses Differentiated Instruction to address inconsistencies between facts organized about the
learner and the demands of the classroom's content, process, and product. (Thousand et al., 2007).
How flexible classrooms and flexible grouping is used for inclusive environments

A highly effective strategy for creating a welcoming classroom culture that values student diversity is flexible
grouping. It promotes a healthy environment in the classroom. Flexible grouping can aid in rapid learning and meet the need for
fundamental skills. Additionally, it improves student involvement and meets their social and emotional requirements. That helps
students who study and think in diverse ways because they could encounter difficulties in some subject areas but not in others.

(Education, 2021)

As a whole group, the first review or lesson is delivered. The students are then placed into groups based on whether they need
reinforcement. Flexible grouping also encourages students to take responsibility for and ownership of their education. This is useful
practice for higher education or the workplace, as teams frequently rely on people's diverse skill sets to manage various project
assignments.Data collection, analysis, and response are crucial components of flexible grouping. The information can support the
teacher in making current adjustments to the lesson plan and makes it easier to modify instruction in the future (Lynch, 2020).
Environment centered learning

In a setting where learning is focused on the needs of each

individual student, the teacher should devise strategies to identify each one's
knowledge, abilities, interests, attitudes, and beliefs. Furthermore, because
people's opinions and beliefs are frequently held subtly, it's critical to provide
several opportunities for such opinions and beliefs to come to light and, when
necessary, be made apparent to the learner, the teacher, and the class as a whole
(The IRIS Center, n.d). When a youngster is not enthusiastic about what they are
learning, teaching and learning can be difficult. Students who study in
student-centered settings are more self-assured, better able to express their ideas
and opinions, better leaders, and like learning for its own sake. There is a focus on
increasing student connection and engagement with the content as well as
(Shuraeva, 2021)
reflection on their accomplishments (Weimer, 2002). Discussions are frequent in
the classroom, where the majority of the debate is led by the students, who create
their own meanings based on prior knowledge. The learner-centered environment
foundation is constructivist learning theory.
Reference

Landy, J. (n.d). Diversity allows more open-mindedness in the learning process, as students are able to share their cultural experiences.
Eagle eye.

Five principles of inclusive education. (2019). Monash University.

21st century learners instructional toolkit. (n.d).

Levine, M. (2002). A Mind at a Yime. New York: Simon & Schuster.

Weselby, C. (2022). What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. Resilient Educator.

Tomlinson, C.A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Connecting content and kids.
Association for Supervision and Curriculum Development. https://chca-oh.instructure.com/files/3649/download?download_frd=1

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and Managing a Differentiated Classroom. Alexandria, VA: ASCD.

Butler, C. (2013). 6 stages of UDL thinking. How to plan using UDL.

Brookes publishing. (20016). Quotes We Love: 12 Great Insights from Our Guest Posters.
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

Meo, G. (2008). Curriculum planning for all learners: Applying Universal Design for Learning (UDL) to a high school.

Thousand, J. S., Villa, R. A., & Nevin, A. I. (2007). Differentiating instruction: Collaborative planning and teaching for universally
designed learning. Thousand Oaks, CA: Corwin Press

Education. (2021). 8 Flexible Seating Options For Schools and Classrooms.

Lynch, M. (2020). THE BENEFITS OF FLEXIBLE GROUPING. The Edvocate.

The IRIS Center. (n.d). Page 2: Learner-Centered Learning Environments.

Weimer, M. (2002). Learner-centered teaching: Five key changes to practice.San Francisco, CA: Jossey-Bass. Google Scholar.

Shuraeva, A. (2021). Pexels.