Planning and Designing for a Diverse Student Population
Utilize your readings from this week and your personal/professional experiences to apply knowledge learned of planning principles applicable for diverse learners and inclusive settings. You will need to create a slideshow for this assignment. For this slideshow, you must provide:
– Title Slide
– A brief overview of the principles of planning and designing for a diverse student population.
– Choose three of the instructional techniques below and define the technique.
1. Differentiated Instruction
2. Universal Design for Learning (UDL)
3. Compensatory teaching
4. Retrofitting
5. Backwards Design
– Explain how flexible classrooms and flexible grouping is used for inclusive environments.
– Explain environment-centered learning.
– Reference slide
Submit a slideshow of 6-7 slides in length, exclusive of the reference and title slides. Be sure to be creative to include graphics and pictures on each slide that relate to the content presented. All information should stay contained on the slide and not bleed off the sides. The slideshow must cite at least 2 of the readings for this unit and 2 outside sources in APA format and be well-formatted. Check all content for grammar and spelling, and be sure you have properly cited all resources used in APA format.
The files contain reading assignments as PDF files as well as the rubric.
These are the reading assignments if you want to obtain them on your own:
1. Bray, W. (2005). Supporting diverse learners: Teacher collaboration in an inclusive environment. Teaching Children Mathematics, 11(6), 324-329.
– This article reviews challenges to and methods to overcome obstacles to inclusive environments for diverse students. Flexible student grouping and academic learning choices for students are reviewed.
2. Flores, R.P., Monroy, G.V., Fabela, A.M.R. (2015). Compensatory policies attending equality and inequality in Mexico educational practice among vulnerable groups in higher education. Journal of Education and Learning, 4(4), 53-63. Retrieved from https://files.eric.ed.gov/fulltext/EJ1097791.pdf
– This resource presents a discussion of how social inequality exists in accessing higher education among lower socioeconomic groups and diverse populations in Mexico.
3. Howard, E. R., & Christian, D. (2002). Two-way immersion 101: Designing and implementing a two-way immersion education program at the elementary level. Center for Research, Diversity, and Excellence. ERIC. https://files.eric.ed.gov/fulltext/ED473082.pdf
– This resource introduces an innovative instructional approach for integrating native English speakers and non-native English speakers in inclusive classrooms. Concepts of planning and content design to meet diverse student needs are discussed.
4. McFarland-McDaniels, M. (n.d.). How to organize a classroom for diverse learners. Classroom. https://classroom.synonym.com/organize-classroom-diverse-learners-8235933.html
– This online resource discusses how a teacher can organize a classroom to meet diverse learning needs. Means of identifying student learning needs are presented. Creating classroom environments that are adapted to student needs and differentiated learning centers are reviewed.
5. 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
– This resource reviews how the traditional classroom environment does not always work well with diverse learners. Aspects of differentiated instruction retrofit framework and Universal Design for Learning are introduced. The article offers vignettes for learning application.
6. 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.
– This resource discussed how differentiated instruction is an instructional strategy to meet the meets of diverse learners through their unique needs, interests, and learning styles. The focus of the article is how preservice teachers can learn to incorporate differentiated instruction by adapting content, process, and products of instruction.
– Differentiated instruction is an educational approach where teachers adjust the content, process, and product to cater to students’ different needs, interests, and learning styles. Content differentiation involves varying the complexity of the material, for example, by providing different reading levels. Process differentiation involves varying the learning activities based on students’ interests or styles. Product differentiation allows students to demonstrate what they have learned in different ways. In this article, secondary teacher candidates are taught to differentiate their instruction using the Understanding by Design (UbD) framework and cubing as instructional strategies. Cubing requires students to think critically about a facet of understanding and how it can be applied in different disciplines. The teacher candidates also differentiate their instruction to cater to different learning styles.
7. 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
– Read Chapter 1. This resource provides an in-depth look at how an educator can combine elements of differentiated instruction and Understanding by Design to create and maintain an inclusive academic environment. The article reviews how to adapt learning materials to respond to student learning levels and styles. Combination of different learning techniques is discussed.
– Understanding by Design (UbD) and Differentiated Instruction (DI) are two approaches to curriculum and teaching that have gained popularity in education. UbD focuses on what is taught and how it is taught for student understanding, while DI focuses on addressing the learning needs of diverse students by adapting instruction to suit their individual differences. These two models complement each other, as effective teaching requires attention to both the content being taught and the needs of the students being taught. The authors of the book describe how UbD and DI work together to provide teachers with tools and guidance for designing quality curriculum and instruction based on current best understandings of teaching and learning. The book also presents axioms and corollaries that demonstrate the ways in which UbD and DI work in tandem towards shared goals, such as developing student understanding.
Optional Videos 1. CAST. (2010, January 6). UDL at a glance [Video]. YouTube.
https://www.youtube.com/watch?v=bDvKnY0g6e4- This video explains Universal Design for Learning and aspects of UDL to implement to create inclusive environments.
2. UWLSSVideo. (2012, April 21). Educational innovation at UW-Madison: The “Backward Design” framework [Video]. YouTube.
https://www.youtube.com/watch?v=cveylXCpUmw- This video resource discusses how to identify learning goals for students while working to teach what is needed. Halverson discusses how to redesign and adapt curricula components through “backward design” framework to meet student needs.
