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Two major instructional approaches for diverse and inclusive settings

University of the People

EDUC 5711: TEACHING FOR DIVERSE AND INCLUSIVE CLASSROOMS

UNIT 4:

INSTRUCTOR: Dr. Michael Patterson

September 30, 2021

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Differentiated instruction gives a framework to watching out for learner change. Its

fundamental objective is to guarantee that instructors center around cycles and systems that

guarantee powerful learning for a wide scope of individuals. The technique covers the need to

educate such that learners see, however it centers around the what and how. Differentiated

instruction obliges the necessities, and supports comprehensive instructing rehearses. DI

endeavors to join instructive practices that guarantee that all learners approach the educational

program and content. It can likewise allude to changing any part of the learning or showing

measure, from the substance to the environment. (Taylor, 2015).

Characteristics of differentiated instructions

In differentiated instructions, learners are relied upon to consider and incorporate the

fundamental parts of the activity instead of being given a particular assignment. Learners who

are capable are urged to expand their understanding and use of key concepts. Distraught learners

can learn and apply complex ideas utilizing this strategy for learning. The learners’ advancement

and accomplishment of the targets are evaluated.

Merits of Differentiated instructions

Differentiated instruction in the classroom entails being able to meet the needs of a

diverse group of students in a single class. Focusing on the student's readiness, curiosity, and

academic ability can assist in attaining the objective. Learners are much more eager to complete

learning when they are engaged and have met their goal in a differentiated classroom (Levy,

2008).

Relevance and implications of differentiated instructions for K-12 classrooms

Instructors can modify the academic environment of K-12 classrooms to meet the needs

of students by providing adapted content, and multiple instructional methods. Instructors may

also provide extra learning time for some students or encourage top performers to speed up their
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studies. Learners can differentiate the learning process by assigning tasks within the team based

on learning priorities or skills (Coubergs et al., 2013).

Understanding by Design (UbD) is an instructional approach known as backward

design. The UbD structure approaches guidance by identifying the learning objectives to be

achieved and developing a strategy to accomplish that goal (Stanford & Reeves, 2009). By

making plans ahead of time for all learners in the class, UbD practices nurture learning in the

classroom. In the design process, all pupil needs are considered.

Characteristics of understanding by design

Backward design is a method of teaching that begins with the performance targets in the

classroom and then planning processes the curriculum around them. Pupils' expected objectives

are identified in Stage 1, learning approaches are assessed in Stage 2, and classroom activities

are listed in Stage 3 (Wiggins & McTighe, 2006).

Merits of understanding by design

For both learners and educators, utilizing UbD as an instrument for curriculum design

could be advantageous and time-saving. Strand creators are forced to design units backward in

UbD. It makes it impossible to engage in tasks solely just for engaging in them. Each assignment

and part of guidance has an objective that aligns with the school's overall objectives.

Relevance and implications of understanding by design for K-12 classrooms

UbD has been used to develop implementations for team building and increased activity

of constructivist pedagogy in the K-12 classroom; with an emphasis on UbD implications,

implementation, and thoughts from those who are using UbD in K-12 classrooms. UbD looks for

new and innovative ways to assist schools in implementing new and unique structures and

procedures. Because it is based on a culturally inclusive, compassionate procedure, UbD is

well-positioned to promote a more integrated education culture, and should be implemented in

K-12 classrooms at all levels of learning (Wiggins and McTighe, 2006).

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References

Coubergs, C., Struyven, K., Engels, N., Cools, W., and De Martelaer, K.
(2013). Binnenklas-Differentiatie. Leerkansen Voor Alle Leerlingen. Leuven:
Uitgeverij Acco .

Levy, R (2008). Meeting the needs of all students through differentiated instruction:
Helping every child reach and exceed standards.[Electronic version]. Clearing House,
81(4), 161-16

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. Retrieved from ERIC.

Taylor, B.K. (2015). Content, process, and product: Modeling differentiated instruction.
Kappa Delta Pi Record, 51(1), 13-17. Retrieved from ERIC.

Wiggins and McTighe (2006). Understanding by Design. Pearson: Merrill Prentice Hall.
pp. 24. ISBN 0-13-195084-3.