Master of Education (M. Ed.

EDUC 5711: Teaching for Diverse and

Inclusive classrooms

Unit 2 Written Assignment

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 Table of Contents
● Introduction.
● Differentiated Instruction.
● Universal Design for Learning (UDL).
● Compensatory teaching.
● Retrofitting.
● Backwards Design.
● Flexible classrooms and grouping in inclusive environments.
● Environment centered learning.
● References
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 Student Profile
If we want that our students meet the expected learning outcomes, it is important that we plan properly our

instruction. It is necessary that we know our students, what are their motivations, previous knowledge, interests, to

be able to select the proper instruction strategies, course materials, activities and evaluation. Also, we need to

know if they suffer any kind of impairment and need accommodations. According to Wiggings and McTighe

(1998), to properly plan instruction, it is necessary to answer three questions:

● What we want the student to learn?

● How will we know what the student has learn?

● What will we do to assure that students learn?

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 Differentiated Instruction
Is an approach where teachers adjust the curriculum as well as the instruction to improve students' learning.

It is a framework that helps teachers to implement several strategies based on evidence which include (IRIS

Center, n.d.):

● Use diverse instructional approaches.

● Adapt the assignments to students needs.

● Continuous assessment of student progress.

● Provide alternatives.

● Group students for instruction based on their needs.

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 Universal Design for Learning
Is an educational framework that maximizes learning opportunities based on three principles related to how

we present information, the way to engage students, and how to create inclusive assessments and evaluations.

These principles can be applied to instructional materials, but also to educational strategies, such as lectures,

discussions, groupwork, or learning activities. Provides students with multiple and flexible ways to receive the

information reducing the need to realize special accommodations for impaired students. The three principles are

(Georgian College, 2023):

● The why of learning. Providing multiple means of engagement.

● The what of learning. Providing multiple means of representation.

● The how of learning. Providing multiple means of action and expression.

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 Compensatory Teaching
This educational approach requires that teachers present course material in a different format, providing the

students with an alternative to understand a concept and demonstrate what they have learned. When a student is

falling behind, a teacher generally has two possible approaches, compensatory education, or remedial education.

Remedial education that requires teachers to provide evidence-based evidence instruction based on the same

course contents, and activities. Compensatory education on the other hand requires to present the material in a

different format, providing an alternative way to master a concept or demonstrate knowledge. It is used when a

student is not able to acquire a skill or learn a concept (Snyder, 2011).

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 Retrofitting
Is a response to a lack of student progress using current curriculum and strategies, but with differences in

the instruction. Curriculum is the main part; it is considered a reactive approach. It is intended to find a resolution

that arose after curriculum was defined, and students are not having success. It forces learners to fit into the

program, even if it is hard to work, outdated, or based on old concepts. Retrofitting is usually the first effort in

trying to improve an students learning. It is used before UDL. It is more commonly used by teachers in the

beginning stages of trying to implement differentiated instruction. It can be applied to every learner in the

classroom, but it usually is only applied to specific students (Stanford & Reeves, 2009).

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 Backwards Design
This approach focus on how we will be able to know that our students learned, to be able to know if our

instruction was effective, we need to evaluate the students. An evaluations allows us to know if they meet reached

the expected learning outcomes, and the degree of domain of concepts and skills. This approach focus on how we

will be able to know that our students learned, to be able to know if our instruction was effective, we need to

evaluate the students. An evaluations allows us to know if they meet reached the learning outcomes, and also the

degree of domain of concepts and skills. We begin defining were we want to be, and then walk backwards, until

the materials that will helps us to teach them (The Derek Bok Center for Teaching and Learning, n.d.).

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Flexible classrooms and flexible grouping
Nowadays students have changed when compared with previous generations, one way to change the

classroom is incorporating flexibility. In a flexible classroom, there are different seating options for students, and

they can select the best seat to work when they realize an activity. In this type of classroom, it is easier to maintain

discipline, because the children are more responsible over their learning and the space where they learn, improving

their ability to focus (Dainfern College, n.d.).

Flexible groups allows us to organize based on informed decision using many different factors and

structures, it can be the whole class, or a part of it, such as teams, small groups, partners, triads, squads, among

others. This is based on two principles, first students learn better when information is meaningful, and second

students that has control about how to access and process the information learn better. (Wormeli, n.d.).
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 Learner-Centered Environment
This kind of environments are designed based on the active construction of knowledge by the learners. In

this kind of classroom students collaborate with their instructors, which take their previous knowledge, learning

style, and personal interest, into consideration. In student-centered learning, students take an active role in their

education, establishing a relationship with their teacher, also collaborate with their peers to learn together. When

we focus on the student is important to know our students, to be able to plan activities that will be interesting for

them, helping to engage them in the class dynamics, and motivating them to realize the planned activities

(International School of Beijing, n.d.).

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 References
Dainfern College. (n.d.). Flexible Classrooms. https://www.dainferncollege.co.za/innovation/flexible-classrooms/

Georgian College. (2023). Universal Design for Learning. https://www.georgiancollege.ca/ctlae/teaching-and-

learning/universal-design-for-learning/

International School of Beijing. (n.d.). Three benefits of a student-centered learning environment.

https://blog.isb.cn/three-benefits-of-a-student-centered-learning-environment

IRIS Center. (n.d.). What is differentiated instruction? Vanderbilt University. https://www.vanderbilt.edu/

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.

Snyder, J. (2011). Compensatory Education Approach. In: Kreutzer, J.S., DeLuca, J., Caplan, B. (eds) .
Encyclopedia of Clinical Neuropsychology, 656-657. Springer.
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 References
Snyder, J. (2011). Remedial Education Approach. In: Kreutzer, J.S., DeLuca, J., Caplan, B. (eds). Encyclopedia of
Clinical Neuropsychology, 2153-2154. Springer

The Derek Bok Center for Teaching and Learning. (n.d.). Backward Design. Harvard University.
https://bokcenter.harvard.edu/backward-design

Wormeli, R. (n.d.). Flexible grouping in the classroom. Association for Middle Level Education.
https://www.amle.org/flexible-grouping-in-the-classroom/

Wiggins, G., & McTighe, J. (1998). Understanding by design. Association for Supervision and Curriculum
Development.

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