The document discusses social constructivism, a theory by Lev Vygotsky that emphasizes the importance of social interactions in learning and highlights the role of teachers in facilitating student development through the zone of proximal development. It also describes Universal Design for Learning (UDL), developed by Dr. David Rose and Dr. Ann Meyer, which aims to accommodate diverse learners by providing multiple means of representation, expression, and engagement to create an inclusive educational environment. Both approaches focus on active, learner-centered methodologies that enhance understanding and promote collaboration among students.

1. Social Constructivism
This theory was developed by Russian Psychologist
Lev Vygotsky who states that active participants have their
knowledge. He believed that learning occurs primarily in
social and cultural settings, rather than solely within the
individual. It focuses on the students, that they learn
through social interactions with their peers, their parents,
and teachers and they stimulate conversation through the
natural flow of dialogue in the classroom. This also
suggests that having successful teaching and learning
depends on the interpersonal interaction and the
discussion which focuses primarily on the students'
understanding of the discussion.
Likewise, the core of social constructivism is the zone
proximal development (ZPD) which emphasizes the role of
the teacher in his or her students' learning. It states that
student can learn fast and master knowledge and skills
with the help of their teachers. This means that once a
student already mastered a particular skill, they can be
independent. In this way, teachers serve as the sole
providers, and where the students acquire their knowledge
rather than being passive figures.
In connection, this is a great tool for developing
differentiated instruction as a learner-centered approach
where the teachers can make different teaching strategies
to meet the diverse needs of the students. This also plays
in Collaborative learning where there is always group work

2. where they can learn from each other, share ideas, and
develop language skills in the social context.
The Universal Design for Learning (UDL)
UDL or the Universal Design for Learning is a kind of
teaching theory approach that caters to both the needs
and abilities of all learners and removes unimportant
things in the learning process. This was developed by Dr.
David Rose and Dr. Ann Meyer, two researchers from the
Harvard School of Graduate Education, incorporated
CAST, Inc., The Center for Applied Specialized Technology
which aims to provide teaching with the use of technology
that is being taught with students with special needs. Also,
UDL aims to provide multiple means of representation,
expression, and engagement to support diverse learners
and promote equal access to education. Universal design
is everywhere. It caters both for the benefit of students
and students with special needs.
In connection with exploring the differentiated
instructions in elementary language subject best practices
and implementation strategies, the universal learning
design can be applied as it will create a more inclusive
and engaging learning environment. The teacher provides
visual aids, diagrams, and infographics to help students
understand complex concepts. Moreover, using UDL
provides means of expression for instance means of
expression such as through writing journals, blogs, and
having writing workshops that allow students to write their

3. views and share ideas through writing. Additionally,
teachers can provide choice topics and let the students
decide which lessons or activities they will make. Also,
incorporating games makes learning more fun and at the
same time provides knowledge.