Planning and designing for a diverse student population. Inclusive learning. Planning lessons for diverse learners. Differentiated instruction

1. PLANNING AND DESIGNING FOR A
DIVERSE STUDENT POPULATION
By E. Amenoo

2. 2
PLANNING PRINCIPLES FOR DIVERSE LEARNERS
AND INCLUSIVE SETTINGS (OVERVIEW)
PLANNING
PRINCIPLES
APPLY INSTRUCTIONAL STRATEGIES
 Collaborative teaching
 Compensatory activities
 Universal design for learning
 Retrofitting
 Backwards design
 Understanding by design
ADJUST
INSTRUCTIONAL
DELIVERY METHODS
AND ASSIGNMENTS
ORGANIZE CONTENT
 Instructional content
 .Instructional process
 Student product
ORGANIZE THE ENVIRONMENT
Use environmental adaptations such as
1.Flexible & Mixed grouping
2. Peer-guided learning
3. Structured routines
IDENTIFY INSRUSTIONAL NEEDS
1. Administer survey
2. Develop learning profiles.
3. Complete learning inventory
MEET INSRUSTIONAL
DEMANDS
Introduce flexible instructional
strategies, content, assessment
and student product..
(McFarland-McDaniels, n.d.; Olinghouse, 200

3. 3
DIFFERENTIATED INSTRUCTION
 Content can be supplemented, simplified or
altered.
 Differentiating content process
 Differentiating content product
 Differentiating learning environment
 Creates an inclusive classroom
 Maximizes student’s growth and
individual success
 Addresses the learning needs of
every student
 Ensures all students are actively
engaged and carried along.
 Learning stations built around learning styles
 Grouping based on learner-readiness
 Tasks based on learning styles
 Offering different types of assessments
It is an instructional approach that
provides learners with multiple
options, alternatives, and avenues to
what they learn, how they can learn,
and how they express what they have
learned (Kraayenoord & Elkins, 2011)
PRINCIPLES
3
EXAMPLES
4
DEFINITION
1
BENEFITS
2
(Teachings in Education, 2017)

4. 4
BACKWARDS DESIGN
T H E R E A R E T H R E E S T A G E S
Backward design is a method of crafting an educational
curriculum by setting goals before choosing instructional
methods and forms of assessment
DEFINITION
“To begin with the end in mind means to start with a
clear understanding of your destination. It means to
know where you are going so that you better
understand where you are now so that the steps you
take are always in the right directions”
RATIONALE
What will we accept as evidence of student
understanding and proficiency? How will we know if
students have achieved the desired results and met
the standards?
STAGE 2. DETERMINE ACEPTABLE EVIDENCE
What should student know, understand and be
able to do ?
STAGE 1. IDENTIFY DESIRED RESULTS
What activities will equip students
with the needed knowledge & skills?
What materials and resources are
best suited to accomplish these
goals?
STAGE 3. PLAN
LEARNING EXPERIENCES
AND INSTRUCTION
(Wiggins & McTighe, 2016)

5. 5
5
DEFINITION
Universal design for learning is an
approach to curriculum that minimizes
barriers and maximizes learning for all
students irrespective of their
background
EXAMPLES
 Flexible assessment: designing
assessments based on students’
strength
 Choice assessment: students choose
their own form of assessment
 Scaffolding assignments and lessons
 Lesson plans vary from day to day
PRINCIPLES
 Representation: Offering
multiple ways for students to
represent content
 Action & Expression: Allowing
students to express mastery of
content in diverse forms.
 Engagement: Providing various
ways to motivate & engage
students to learn.
BENEFITS
 Removes barriers to learning
 Increases students’ engagement &
efficiency
 Enhances the curriculum for the
benefit of all students
 Builds on students’ strength.
Universal
Design for
Learning
(College STAR, 2018)

6. 6
FLEXIBLE CLASSROOMS AND FLEXIBLE GROUPING
COLLABORATION
TEAM WORK
GROUP
 Flexible classrooms are complex, living systems that allow for
reshuffling and adaptation to suit an almost infinite variety of
personal preference.
 They allow novel configuration and student ownership of the
space
 Flexible grouping is a data-driven teaching practice. With this
practice, you put students into temporary groups to work
together for only as long as is needed for them to develop an
identified skill or to complete a learning activity..
 The groups can be heterogeneous (made up of varying skill
levels) or homogeneous (made up of the same skill level).
 The groups change often based on the learning objective and
students’ needs or interests.
(Morin, 2021).
(Morin, 2021).

7. 7
FLEXIBLE CLASSROOMS AND FLEXIBLE GROUPING
Allows students to get
the right support in the
right way, at the right
time
SUPPORT
Students get to know and work
with each in different group
settings. This builds a
community of learners.
INTERACTIVE
Allows students to own
their space and configure it
to suit their strength and
preference
OWNERSHIP
Students bring their own skills,
talents, and life experiences to
the group. In flexible groups,
students see that everyone adds
value to the learning community
FEELING VALUED
CREATING
INCLUSIVE
ENVIRONMENTS
(Merrill, 2018)

8. 8
ENVIRONMENT CENTERED LEARNING
BENEFITS
Learners have increased intrinsic motivation,
leading to an improvement in their learning
Learners have long term retention that
exceeds traditional teacher-centered
learning
Learners have increased learning outcomes
leading to increased performance outcomes
INSTRUCTIONAL STRATEGIES
Role-play
Case-based learning
Reflection
Experiential, engaging, and interactive
Peer-guided learning
DEFINITION
Learning environments that pay careful
attention to the knowledge, skills,
attitudes and beliefs that learners bring
to the educational setting or classroom.
PRINCIPLES
accommodates individual differences
in learners' backgrounds, interests,
abilities, and experiences
treats learners as co-creators and
partners in the teaching and learning
process
learner's unique perspectives are
valued
(Ali, 2014)

9. References
• Ali, Z. (2014). Creating a Learning-Centred Environment - ETEC 510. UBC. Retrieved November 21, 2021,
from http://etec.ctlt.ubc.ca/510wiki/Creating_a_Learning-Centred_Environment
• College STAR. (2018, June 26). CAST: UDL at a Glance. YouTube. Retrieved November 21, 2021, from
https://www.youtube.com/watch?v=U1B6yQXsr0c
• Kraayenoord, Christina & Elkins, John. (2011). Differentiated instruction in inclusive classrooms. Retrieved
21 November 2021 from,
https://www.researchgate.net/publication/43524604_Differentiated_instruction_in_inclusive_classrooms
• Merrill, S. (2018, April 14). Flexible Classrooms: Research Is Scarce, But Promising. Edutopia. Retrieved
November 21, 2021, from https://www.edutopia.org/article/flexible-classrooms-research-scarce-promising
• Morin, A. (2021b, April 27). Flexible grouping: What you need to know. Understood.Org. Retrieved
November 21, 2021, from https://www.understood.org/articles/en/what-is-flexible-grouping
• Teachings in Education. (2017, July 30). Differentiated Instruction: Why, How, and Examples. YouTube.
Retrieved November 21, 2021, from https://www.youtube.com/watch?v=8BVvImZcnkw

10. References
• Wiggins, G., & McTighe, J. (2016). What is Backward Design? Understanding by Design, 1–11.
https://educationaltechnology.net/wp-content/uploads/2016/01/backward-design.pdf