PERJES, RICHTER P.

FSIED

BSCED II

“MAKING SCHOOLS INCLUSIVE”

Evolving Inclusive Practices

1. What is Universal Design for Learning?

The teaching and learning methodology known as Universal Design for Learning
(UDL) provides every student with an equal chance for success. It's helpful to know what
UDL isn't in order to comprehend what it is. You could be confused by the word
universal. Finding a single method to teach every student may seem to be the focus of
UDL. However, UDL actually adopts a different strategy. Using a range of instructional
strategies, UDL aims to eliminate any obstacles to learning. It's about incorporating
flexibility that may be modified to suit the requirements and strengths of each individual.
All students gain from UDL because of this.
People who learn and think differently are not expressly targeted by this method
of instruction or workplace training. However, children with these difficulties, including
those who have not received a formal diagnosis, may find it very beneficial. It can be
quite beneficial for those learning English as well.
https://www.understood.org/en/articles/universal-design-for-learning-what-it-is-
and-how-it-works

2. What are the three elements of UDL?

UDL is a framework for how to develop lesson plans and assessments. It’s based
on three main principles:

1. Engagement
Look for ways to motivate learners and sustain their interest. Here are some
examples:

 Let people make choices

 Give assignments that feel relevant to their lives
 Make skill building feel like a game
 Create opportunities for learners to get up and move around
 2. Representation
Offer information in more than one format. For example, the instructor could
provide a worksheet along with:

 Audio, which could be as simple as saying the written directions out loud
 Video showing how to solve one of the problems
 Hands-on learning

3. Action and expression

Give learners more than one way to interact with the material and to show what
they know. For example, they might get to choose between:

 Taking a pencil-and-paper test

 Giving an oral report
 Making a video or a comic strip
 Doing a group project

3. How do you interpret the picture (sent in another file) in relation to education?

From the given and provided picture, the facilitator tells to the animals to take the
same exam, and that is to climb a tree. In man’s common sense, we all know that a fish, sea
lions, dogs, and penguins cannot basically climb a tree. Even if no matter how hard they try,
it is just impossible, but on the other hand, the monkey and the bird can easily climb and rose
up that tree.

The idea is that we as a facilitator should be able to go and be able to compliment

with the class that we handle in terms of diversity. Every means possible should be used as a
way for them to be educated. Each students have their own “forte” and abilities. If the
environment required them to use it, they can excel and soar.

In this scenario, everyone has no right to choose. The instruction is final as it says
“everybody has to take the same exam” and that is to climb the tree, but just like what Albert
Einstein said about our education system: “Everybody is a genius, but if you judge a fish by
its ability to climb a tree, it will live its whole life believing that it is stupid”. Everyone has
their capabilities and ways of learning, the things that we as a facilitator need in order for us
to know that is to understand them, and to hone and develop them based on their skills.
That’s why the school setting needs variety.

4. What is differentiated instruction?

A teaching strategy known as differentiated instruction adapts lessons to the individual
learning requirements of each student. The training is different for each student based on
their interests, preferences, abilities, and problems even though they all have the same
learning objective. Teachers use a range of techniques rather than a one-size-fits-all strategy
(like a lecture). These may involve giving one-on-one or small-group instruction to students.
There are several ways for students to absorb knowledge, interpret concepts, and
communicate what they have learned.

5. How is the classroom managed during differentiated learning?

In today's diverse classrooms, catering to the individual learning needs of students

is imperative for effective instruction. Differentiated learning, a pedagogical approach
that acknowledges and accommodates the varied abilities, interests, and learning styles of
students, requires thoughtful management strategies to ensure its success. This essay
explores various approaches to managing the classroom environment for differentiated
learning, drawing insights from educational literature and research. Flexible Grouping:
One key strategy in managing differentiated instruction is flexible grouping. Teachers
organize students into small groups based on their readiness, interests, or learning
profiles. This approach allows teachers to tailor instruction to the specific needs of each
group. For example, advanced students may engage in enrichment activities, while
struggling learners receive additional support. Flexible grouping promotes collaboration,
fosters peer learning, and creates a supportive environment where students feel valued
and understood (Tomlinson, 2001). Tiered Assignments: Another effective strategy is
the use of tiered assignments. Teachers design tasks of varying complexity to
accommodate diverse learners within the same classroom. By providing multiple entry
points into the content, tiered assignments ensure that all students can engage
meaningfully with the material. For instance, in a science class, students may choose
from different lab activities based on their level of understanding. Tiered assignments
promote autonomy, encourage critical thinking, and allow students to progress at their
own pace (Gregory & Chapman, 2007). Individualized Learning Plans (ILPs):
Individualized Learning Plans (ILPs) are personalized plans created for students based on
their unique needs and strengths. These plans outline specific goals, instructional
strategies, and accommodations tailored to each student's learning profile. By addressing
individualized needs, ILPs empower students to take ownership of their learning and
progress towards academic success. Teachers regularly review and adjust ILPs based on
ongoing assessment data, ensuring continuous growth and improvement (Tomlinson &
Imbeau, 2010). Anchor Activities: Anchor activities serve as anchor points for students
while teachers work with small groups or individuals. These activities are designed to
reinforce or extend learning and keep students engaged during differentiated instruction.
For example, while one group receives direct instruction from the teacher, other students
may work on independent research projects or collaborative tasks. Anchor activities
promote independence, provide opportunities for self-directed learning, and maintain a
productive learning environment (Wormeli, 2006). Technology Integration: Educational
technology tools play a vital role in facilitating differentiated instruction. Adaptive
learning platforms such as Khan Academy or IXL provide personalized instruction,
practice, and assessment tailored to individual student needs. Teachers can use data from
these platforms to track student progress, identify areas of growth, and provide targeted
interventions. Technology integration enhances student engagement, allows for
individualized pacing, and promotes mastery of content (Tomlinson, 2001). Ongoing
Assessment: Formative assessment is essential for monitoring student progress and
adjusting instruction in a differentiated classroom. Teachers use a variety of assessment
techniques, such as observation, questioning, and informal quizzes, to gauge student
understanding in real-time. This ongoing assessment allows for immediate feedback,
differentiation of instruction, and targeted support for struggling learners. By regularly
assessing student learning, teachers ensure that instruction is responsive and aligned with
student needs (Gregory & Chapman, 2007).

In conclusion, managing the classroom environment for differentiated learning

requires a multifaceted approach that addresses the diverse needs of students. By
implementing strategies such as flexible grouping, tiered assignments, individualized
learning plans, anchor activities, technology integration, and ongoing assessment,
teachers can create inclusive learning environments where all students can thrive. By
embracing differentiation, educators can maximize student potential, foster a culture of
equity and excellence, and prepare students for success in an increasingly diverse world.