EDUC 5711

TEACHING FOR DIVERSE

AND INCLUSIVE
CLASSROOMS
Instructor: Dr. Mary-Ann Quartetti
Date: September 14, 2022
 TABLE OF CONTENTS

1.- An overview of the principles of planning and  Slide 3

designing for a diverse student population.
2.- Differentiated Instruction  Slide 4
3.- Compensatory teaching  Slide 5
4.- Backwards Design  Slide 6
5.- How flexible classrooms and flexible grouping is used
 Slide 7
for inclusive environments
6.- environment centered learning  Slide 8

7.- References  Slide 9

 OVERVIEW OF THE PRINCIPLES OF
PLANNING AND DESIGNING FOR A
DIVERSE STUDENT POPULATION.
Today, teaching is a complex and arduous task, full of
diverse actions that consume a large amount of time and
energy.
PLAN FOR DIVERSITY IN SCHOOL TODAY
Wiggins and McTighe (1998) identify a three-step
question process in planning for instruction.
 •What is it that we want students to know and be able to
do as result of the learning?
 •How will we know that our students are learning and
that they can perform tasks as a result of the learning?
 •What instructional practices will assure us that
students are learning for understanding?
Once the three basic questions have been answered the
planning process must then look at who our students are;
their culture, race, background etc.
 INSTRUCTIONAL
TECHNIQUES
Differentiated Instruction:
Differentiated Instruction is a teaching and learning
philosophy that emphasizes students at the core
Because each student is different, Differentiated
Instruction stresses that one style of teaching will
not accommodate every student, especially when the
teacher’s style is a mismatch of the student’s style
(Levine, 2002).
 INSTRUCTIONAL
TECHNIQUES
Compensatory teaching:
Educational programs that are specially designed to
enhance the intellectual and social skills of
disadvantaged children (Arendale, 2008).
The idea behind compensatory education is to, in a
sense, "compensate" for these disadvantages by
expanding and improving the educational programs
offered to children living in poverty.
 INSTRUCTIONAL
TECHNIQUES
Backwards Design:
The backward design approach has instructors
consider the learning goals of the course first. These
learning goals embody the knowledge and skills
instructors want their students to have learned when
they leave the course. Once the learning goals have
been established, the second stage involves
consideration of assessment. The backward design
framework suggests that instructors should consider
these overarching learning goals and how students
will be assessed prior to consideration of how to
teach the content. For this reason, backward design
is considered a much more intentional approach to
course design than traditional methods of design
(Mcdaniel, 2022).
 HOW FLEXIBLE
CLASSROOMS AND
FLEXIBLE GROUPING IS
USED FOR INCLUSIVE
ENVIRONMENTS
Flexible grouping is a highly effective strategy for
creating an inclusive classroom culture that honors
learner variability. Use data to put students into
small groups for instruction. Your groups should
change frequently in response to the lesson outcome
and student needs. Students can be grouped at the
same skill level or with varying skill levels
(DeHartchuck, 2021).
 ENVIRONMENT CENTERED
LEARNING
 When developing a learning environment,
the key considerations include what the
central core of the learning activities
propose to foster, and how they are spread
across the course.
 New developments in the science of
learning raise important questions about
the design of learning environments
questions that suggest the value of
rethinking what is taught, how it is taught,
and how it is assessed (National Research
Council, 2000).
REFERENCES
 Arendale, David R.. (2008). Compensatory education definition. Sage Publications. Retrieved from the
University of Minnesota Digital Conservancy, https://hdl.handle.net/11299/200382.
 DeHartchuck, L. D. (2021, August 26). Flexible Grouping: A Responsive Strategy to Meet Student Needs
in Real Time. NCLD. Retrieved September 14, 2022, from
https://www.ncld.org/reports-studies/forward-together-2021/flexible-grouping/#:%7E:text=What%20Is%
20Flexible%20Grouping%3F,lesson%20outcome%20and%20student%20needs
.
 Levine, M. (2002). A Mind at a Yime. NewYork: Simon & Schuster
 Mcdaniel, R. (2022, June 10). Understanding by Design. Vanderbilt University. Retrieved September 14,
2022, from https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/
 National Research Council. 2000. How People Learn: Brain, Mind, Experience, and School: Expanded
Edition. Washington, DC: The National Academies Press. https://doi.org/10.17226/9853.
 Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for
Supervision and Curriculum Development.