Amal Alostaz
Department of Education, University of people
EDUC 5711: Teaching for Diverse and Inclusive Classrooms
Assignment 2
Planning principles applicable for diverse learners and inclisivesetting
Instructor: Dr. Bertrand Tchoum
22th of April 2024
Introduction
There are several methods that students learn. As a result, mastering a variety of teaching techniques is just as crucial. For example,
some kids learn best by doing, while others learn better by hearing, working in groups, or completing projects with activities. (Haye sand
Bulat, 2017)
Seven Planning and Design Principles
➢ Educate every child: to make the knowledge more engaging and tangible for a larger number of students, we can employ various
ways to the same material inside the same lesson or activity (Parrish, 2019).
➢ Examining several identities: Pupils who have greater self- and other-
confidence and who are curious about the world around them are likely to develop empathy and understanding for others who are
different from them.
Seven Planning and Design Principles
➢ Avoiding Discrimination: Raising awareness is the most effective technique for an educator to deal with preconceived
assumptions and stop them from being more deeply ingrained in attitudes of bias and prejudice.
➢ Encouraging Fairness in Society: Judging what is fair or unfair is something that young people excel at. Speaking of equality for
all, discuss with pupils the concepts of justice and injustice.
➢ Selecting the Right Materials: It is crucial to select reading materials and novels that present truthful representations of a range of
ethnicities. Books, periodicals, films, websites, and handouts can all serve as sources of ideas and behavior guidance.
➢ Teaching and acquiring knowledge of other cultures and religions: It is imperative that pupils acquire knowledge about diverse
cultures and religions in an approachable and constructive way.
➢ The Appropriate Modification and Integration of Lessons: In adapting each lesson within our curriculum as well as the specified
curriculum in general, it is critical that educators exercise flexibility.
Compensatory Education
It is a government initiative that aims to improve the academic performance of pupils from families with low socioeconomic and cultural
status, such as working-class and minority ethnic backgrounds. Its goal is to correct the inequities that the formerly underprivileged
students had
Differentiated Instruction
➢ Teaching students based on their interests and/or learning styles is known as the differentiated classroom approach (Taylor, 2015).
➢ With the understanding that each student is unique, differentiated instruction is an approach to teaching and learning that
concentrates on pupils at their fundamental level.
➢ Differentiated instruction acknowledges that not every student can benefit from the same instructional approach (Levine, 2002).
➢ According to Thousand, Villa, and Nevin (2007), p. 9, differentiated instruction gives educators the freedom to alter "learning
activities, content demands, modes of assessment, and the classroom environment to meet the needs and support the growth of each
child.“
Differentiated Instruction
➢ According to Tomlinson and Moon (2020), differentiated instruction consists of five components:
1. contents, which include what students need to learn and how they can access information, concepts, and abilities.
2. Process: the means by which a pupil can apply and analyze the information, abilities, and concepts acquired.
3. Product: the means by which a pupil can demonstrate what they have learned.
4. Affect; the environment that fosters learning and communication between students and teachers
5. The physical, social, and personal configuration of the classroom serves as the learning environment.
Universal Design For Learning (UDL).
• The lesson planning in the Universal Design for Learning paradigm is made to accommodate all pupils, unlike in a traditional
classroom. Teachers make sure that the classroom is democratic and learner-centered, allowing students to actively participate in
choosing the material to teach, the best way to teach it, and the method to evaluate it.
• Additionally, in order to promote teamwork and peer assessment, the teacher might allow variable seating arrangements (McFarland-
McDaniels, n.d.).
• Teachers should consider the accommodations that kids require on a constant basis and make sure that they are available to all
students, not just those with an IEP or a 504 plan (McFarland-McDaniels, n.d.).
Flexible classroom and grouping
In order to give every student the chance to work, pupils are purposefully rearranged into various working groups.
1. With a diverse group of peers in various environments
2. In a multitude of educational contexts
3. With an extensive range of educational experiences and learning activities
4. In a comparatively brief amount of classroom time
Environment Centered Learning
In an environment that is supportive, students learn about the world around them. This approach is known as environment-centered
learning. By adjusting the physical arrangement of the chairs, tables, and presentations in the classroom to support diversity and
inclusion, a teacher can increase student participation. According to instructional communication theories, student interactions and
teacher-student communication can be impacted by seating arrangements, which can have an effect on motivation, focus, and
engagement (Mc Corskey and Mc Vetta, 1978).
References
• Hayes, A.M. and Bulat, J. (2017) Disabilities Inclusive Education Systems and Policies Guidefor Low- and Middle-Income
Countries. Research Triangle Park (NC):RTI Press; 2017 Jul.Retrieved from:https://www.ncbi.nlm.nih.gov/books/NBK554622
• Parrish, N. (2019)Ensuring That Instruction Is Inclusive for Diverse Learners. May15,2019.Retrieved from:
https://www.edutopia.org/article/ensuring-instruction-inclusive-diverse-learners
• McCorskey JC and McVetta RW. (1978). Classroom Seating Arrangements: Instructional Communication Theory Versus Student
Preferences. Communication Education, 27, 99-111
• 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
• Tomlinson, C. A & Moon, T (2020). Assessment And Student Success In A Differentiated Classroom. Retrieved From
• Http://Www.Ascd.Org/Publications/Books/108028/Chapters/Differentiation@-an-overview.Aspx
• Levine, M. (2002). A Mind At A Yime. New York: Simon & Schuster
• Taylor, B.K. (2015). Content, Process, And Product: Modelling Differentiated Instruction. Kappa Delta Pi Record, 51(1), 13-17.
Retrieved From 5711u2ra-contentmodeling.Pdf
