Planning principles applicable to diverse

learners and inclusive settings

Nang Seng Mun Aung Lahpai
University of People
EDUC 5711 - Teaching For Diverse and Inclusive Classroom
Dr. Matheta Muraa Righa
November 29, 2023.
A brief overview of the principles of planning and designing for a diverse student population

Thus, those students need the teaching

strategies which consider their backgrounds,
needs, strengths and weakness. The,
numerous learning styles and materials can
support the diverse students’ learning
journey. Therefore, in my opinion, three
instructional techniques: Differentiated
Instruction, Universal Design for learning,
Retrofitting can meet the need of diverse
students.
Diverse students come to the school with
different abilities,skills,educational background
and social background.That is why, those
diverse students need diverses learning styles
based on their need,interest and learning styles.
Three instructional techniques: Differentiated Instruction, Universal Design for learning, Retrofitting
Differentiated Instruction

Differentiated Instruction means educators demonstrate and teach the students based on the individual students needs, interests and learning styles. This
instruction can generally differentiate in three way: content( what), process( how) and product( evidence). ( Taylor, 2015)
Content – what the student needs to learn or how the student will get access to the information;
Process – activities in which the student engages in order to make sense of or master the content;
Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and
Learning environment – the way the classroom works and feels. (Tomlinson, 2000)

Differentiating content involves: Differentiating process involves:

-providing students with choices in order to
add depth to learning
-providing students with additional resources
that match their levels of understanding.
(Tomlinson & Allan, 2000)
● providing many options at
different levels of difficulty or
based on differing student
interests
● Creating and offering choices
about how students express
their understanding of the
lesson.(Tomlinson & Allan,
2000)
● Tomlinson & Allan, 2000)
●
Differentiating product involves:
-providing challenge, variety and choice
-giving students options about how to express
required learning, for example, create a puppet
show, write a letter or develop an annotated
diagram.(
Differentiating the learning environment
involves:
-considering the look and feel of the
classroom
-providing a safe and positive environment for
learning
-allowing for individual work preferences
-managing the learning space. (Tomlinson
& Allan, 2000)

.
Three instructional techniques: Differentiated Instruction, Universal Design for learning, Retrofitting
Universal Design For Learning
(UDL)

Universal Design for learning (UDL) is a learning style which is designed for diverse learners to access the education.
UDL minimises the students barriers and maximises learning for all students based on their strength, needs and interests.
UDL principle of learning is Representation, Action and. Expression and Engagement.( Stanford, 2009)

Representation
Provide content in multiple way ( Eg. lecturing, using graphic, animations and auditory
in learning) (CAST, 2010)

Action & Expression

Giving students opportunities to acquire the learning tasks and demonstrate what they know in
UDL different way. ( eg. Allowing to do project, group presentation, feedback, paper writing and
presentation.) (CAST, 2010)

Engagement

Negotiating students to have peace in the classroom and offering numerous choices
that engage students and their interests. (CAST, 2010)
Three instructional techniques: Differentiated Instruction, Universal Design for learning, Retrofitting

Retrofitting

Stanford ( 2009) claims that Retrofitting is planning based on the

content to be covered, the process of measurable outcomes or the products

showing mastery. When Universal Design for learning doesn’t meet with the

students need the retrofitting is used to fulfill the students’ need. Thus, this

strategy isn’t proactive, this is reactive.

 Using Flexible Classrooms and grouping for inclusive environments

All of these three instructional techniques has the criteria of creating the flexible
classroom and grouping for inclusive environment because all of these three strategies
consider students’ interests,needs, strength and weakness.
“Flexible grouping is also a teaching strategy where students are grouped together based
on their individual needs, abilities, and interests rather than solely based on their grade level
or age.” (Wahl, 2023)
So the students are free in the classroom and can communicate without any inhibition because they
are valued in the classroom and have a chance to participate to fulfill their needs.
 Environment-Centered Learning

Melvin(2022) states that Student-centered learning is an instructional approach that

shifts the focus of instruction onto the students instead of the teacher. Students are the center
of learning and teacher has to consider the students needs, interests in learning. Teacher has to
create a safe learning zone where diverse students can learn and reveal who they are and what
they want. Then, Three instructional techniques: Differentiated Instruction, Universal Design for
learning, Retrofitting also based on the students’ needs so these three instructional strategies
can implement a positive inclusive environment-centered learning for diverse students.
References

CAST. (2010, January 6). UDL at a glance [Video]. YouTube.

https://www.youtube.com/watch?v=bDvKnY0g6e4&embeds_referring_euri=https%3A%2F%2Fmy.uopeople.edu%2F&source_ve_pat
h=Mjg2NjY&feature=emb_logo

Melvin, M. (2022, March 3).How to Build a Healthy Student-Centered Learning

Environment in Your Classroom. Prodigy.
https://www.prodigygame.com/main-en/blog/student-centered-learning/#:~:text=Student%2Dcentered%20learning%20is%20an,Build
%20independence

Wahl, L. (2023,May 15).Flexible Grouping: Strategies and how it to use in your classroom.
Kodale.
https://www.kodable.com/learn/flexible-grouping-strategies-and-how-it-to-use-in-your-classroom#:~:text=Flexible%20grouping%20is

%20a%20teaching,on%20their%20progress%20and%20needs.
References
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

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.

Tomlinson, C. A. ( 2000). Differentiation of Instruction in the Elementary Grades. ERIC

Digest. ERIC Clearinghouse on Elementary and Early Childhood Education. Reading Rockets.
https://www.readingrockets.org/topics/differentiated-instruction/articles/what-differentiated-instruction

Tomlinson, C. A., & Allan, S. D. (2000). Leadership for Differentiating Schools and

Classrooms. NSW Government- Education.

https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refi
ning-practice/differentiating-learning/what-to-differentiate#