The topic for this reflection journal focuses on adapting the curriculum and effective teaching strategies. Part A of the journal will investigate and explain Differentiated Instruction, The Universal Design for Learning as well as the Response to Instruction Model. These three approaches will aid teachers in developing a learning environment designed to maximise teaching and learning and make the curriculum accessible to all learners. Part B specifically relates to the advantages and difficulties I may encounter, as a new teacher, during the implementation stages of these models.
Part A
Discuss in detail ways that teachers can set up the learning environment in order to maximise teaching and learning.
There are a variety of approaches teachers may use to help guide and inform their planning to ensure diversity is catered for in all aspects of the classroom environment. Three of the most inclusive approaches to teaching and learning have been examined in further detail below. Although these approaches vary slightly in some aspects, they all maintain the same uniform goal. That is to ensure all learners regardless of diversity, have access to a meaningful, relevant curriculum that allows them to showcase their individual skills and experience success at multiple points along the learning continuum.
Differentiated Instruction
A constant struggle for inclusive education teachers is providing a unique, meaningful curriculum that’s focuses on each individual student’s strengths and learning profiles. At the same time teacher’s are under pressure to meet rigorous assessment and reporting frameworks. Differentiated Instruction emphasises the need for students to participate in an education that addresses rigorous conte...
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... and experienced by each of the students. In doing so, new knowledge and understandings will be reinforced for each of the students.
Works Cited
Ashman, A., & Elkins, J. (2009). Education for Inclusion and Diversity – 3. Pearson
Education Australia: Australia.
Chapman, C., & King, R. (2005). 11 Practical Ways to Guide Teachers Toward
Differentiation (and an Evaluation Tool). Journal of Staff Development, 26 (4), 20- 25.
Lewis, S.G., & Batts, K. (2005). How to Implement Differentiated Instruction?. Journal of
Staff Development, 26 (4), 26-31.
McTighe, J., & Brown, J.L. (2005). Differentiated Instruction and Educational Standards: Is
Détente Possible?. Theory into Practice, 44 (3), 234-244.
Pisha, B., & Coyne, P. (2001). Smart from Start, the Promise of Universal Design for
Learning. Remedial and Special Education, 22 (4), 197-203.
Richards, H., V., Brown, A., F., Forde, T., B. (2006). Addressing diversity in schools: culturally responsive pedagogy. Retreived March 30th 2014from http://www.nccrest.org/Briefs/Diversity_Brief.pdf
Rothstein-Fisch, C. & Trumbull, E. (2008). Managing Diverse Classrooms. Alexandria: Association for Supervision and Curriculum Development.
Peterson, J. Michael and Hittie, Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003)
Educators can have strong feelings on the subject because having special needs students in a regular classroom can have a large impact on the classroom community. Those who believe in inclusive classrooms realize that, to be successful, it requires allot of classroom management and differentiated instruction, but feel the benefits are worth the work involved. Those who do not believe in inclusion feel that it leads to “l...
As an educator one must understand that the children you will be teaching will all come from different backgrounds, different ethnicities, different homes with different values. No one student will be the same, and no one student will learn the same. The role of a modern educator is to harness this idea of diversity and channel it into a positive learning atmosphere for children of all backgrounds. “I define culturally responsive teaching as using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them” (Gay, 2013, p.50.). The hope for all teachers is to capture the minds of their children, as educators we must learn how our students learn, adapt to their skill set and channel our curriculum to their strength.
Inclusive schooling is known as classrooms where all students, regardless of abilities and disabilities, learn in the same contexts. In Canada, inclusive schooling is slowly becoming more popular in the school system. People are beginning to realize the benefits to it, and are accepting the change in a more positive way. However, some people still view inclusive classrooms as difficult environments because of the lack of initial teacher preparation. It is important for the needs of teacher preparation for inclusive schooling to be recognized and improved in order to increase the likelihood of schools participating in an inclusive classroom setting. By having an inclusive school, it allows for all students to be taught on an equal level, which will decrease boundaries between people with abilities and disabilities, and amount to a more positive school environment.
Ashman, A & Elkins, J. (2009). Education for Inclusion and Diversity (3rd ed.). Frenchs Forest, NSW: Pearson Education Australia.
Classrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to discuss in detail some of these strategies and unpack the potential advantages and difficulties that follow.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students gaining a high level of respect for those unlike them, preferably than a judgmental and prejudiced view.
“What does inclusive education mean for me as a teacher in 2014 and beyond? “
Research shows that the learning environment encompasses more than just the classroom that learning and teaching takes place. Many factors contribute to a learning environment, including the students, teachers, parents, school staff, policy makers, specialists, support staff, community members and the different learning spaces and resources available. This reflective journal will discuss some ways that teachers can set up the learning environment to maximise teaching and learning and some potential advantages and difficulties for me as a new teacher.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
Today I used a variety of instructional delivery methods to ensure that my students were able to accomplish the learning targets. Having different modes of instruction (direct instruction, individual writing, pair-share, small group discussion, large group discussion, etc.) allows students to demonstrate learning in a variety of ways. If students do not master a key skill, it also provides students to relearn, rework, and rethink key concepts. This type of instructional design also encourages engagement as it appeals to multiple learning styles and builds in time for me to interact with students in multiple ways (including one-on-one) (IE: Chloe can be quieter. I was able to touch base her to make sure that she understood the abstract vs. concrete exercise). Using multiple instructional delivery methods also provides me with opportunities to personally motivate students to be active in their learning (IE: Emily is very creative and likes small group work. IE: Taylor likes politics and would grasp the global climate change example IE: Big Mike works best when he has time to think individually before responding to a group. A notes handout helps him process key ideas before feeling pressured to apply them. IE: Several students enjoy speaking in large groups. Asking for examples and group participation appeals to the sense of camaraderie in the class).
The biggest challenge before a teacher is the presentation of a lesson. If a lesson presentation is effective, students can reach the goals of life by acquisition of knowledge; and if the teacher is unsuccessful in his presentation, it is impossible to achieve the educational objectives. The method of teaching is directly related to the presentation of the lesson. The method of teaching depends on the nature of the subject, and the tact of the teacher. This essay is aimed at assessing teaching methods and strategies used in schools and discuss innovations that should take place to make them more effective and learner centred. Brandes and Ginnis (1996:167) acknowledge that the movement from established well-known ground to explore new teaching strategies is a tough challenge to teachers.
Some ways I plan to accommodate student diversity in my teaching is to maintain a diverse learning environment for my students. I understand that not all students learn the same so I plan to use differentiated instruction. Differentiated instruction would include using strategies such as a Jigsaw classroom or Cooperative Learning and would allow students to have different opportunities to learn the