EDUC 5711-01 - AY2023-T2

Unit 2: Organizing Instruction of Diverse Students

Portfolio Assignment

Instructor- Abdelmadjid Mokhtari

17/ 11/ 2022

Introduction
 Every kid should feel supported intellectually and academically in a

classroom setting, according to the term "inclusive classroom environment." According to

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

teacher in an inclusive and diverse classroom, it is my mission to address the requirements of

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.

Universal Design for Learning

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

abilities and limitations of the students.

Content Planning with UDL

 My first step in content planning is recruiting interest. Making content

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).

Applying UDL to the Product

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

assessments as instruments to extend learning. When measuring learning outcomes, I use

technology, rubrics, discussion, portfolios, collaborative assignments, direct & immediate

feedback, or alternate types of assessment. It aids in identifying and describing various

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

experiences.To provide students the freedom to communicate their conceptual understanding in a

variety of ways, I must separate the elements.

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,

my goal is to continue learning and researching as much as I can.

 Reference

Kaplan, M. & Miller, A. T. (Eds.). (2007). Special Issue: Scholarship of multicultural teaching

and learning. New Directions for Teaching and Learning, (111).

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

Winemiller, M. (nd). Strategies to Differentiate Across Content, Process, Product, &

Affect/Environment Strategies to Differentiate Across Content, Process, Product, &

Affect/Environment - Content-Based Strategies & Resources by Meg Winemiller (google.com)

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