How I Would Personalize Instructional Methods or Learning Materials for Diverse Students

 

How I Would Personalize Instructional Methods or Learning Materials for Diverse Students

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

Introduction

My perspectives on teaching have changed as a result of this course, "Teaching for Diverse and Inclusive Classrooms," which opened my eyes to many facets of the teaching philosophies I previously held. As a teacher, I became aware that my teaching philosophies were now in line with those of John Dewey (1916–1981), who believed that the ultimate goal of education is to create complete human beings through continuous improvement and mindful growth, rather than simply teaching the content for academic excellence alone. As a result of taking this course, I have realized that addressing any kind of difference in the classroom requires the creation of an equal and inclusive learning environment.

How I would personalize instructional methods or learning materials for diverse students in my inclusive K-12 class.

By identifying each student's learning requirements, interests, and goals and then providing specialized learning resources, I hope to help all of the varied children in my inclusive K–12 class succeed academically (The Education Hub, n.d.). In my inclusive K–12 class, I would tailor my teaching strategies or learning resources in the following ways for my varied students:

·       I will give students plenty of opportunities to choose in the classroom because it enables them to utilize their interests and abilities to the fullest while learning (CGU, 2019). For instance, after finishing the material, ask students to choose a project that will help them comprehend it better rather than making them write a report.

·       To gain a thorough understanding of each student's unique capabilities, requirements, motivations, progress, and goals, I will frequently gather and keep an up-to-date record of data. This record will be updated frequently based on the analysis and observation done (Morin, n.d.). This will allow me to make the right choices to favorably affect the learning outcomes of the students, and it will also make it simple for the students to monitor their performance.

·       To create adaptable learning environments that fulfill the needs of all learners, I will use Universal Design for Learning (UDL) as my primary instructional strategy. This will guarantee that my students have access to teaching strategies that are tailored to their individual learning needs (Katz & Sokal, 2016). Additionally, I'll use flexible grouping, differentiated instruction, and culturally sensitive teaching techniques in my classroom to adapt my instruction to the needs of kids from varied cultural backgrounds and ensure that every student is equally involved in the learning process (Ebersole, Kanahele-Mossman, & Kawakami, 2016). Because the resources will be varied and give my students plenty of opportunities to participate in a variety of groups based on their readiness, interests, or learning preferences, I can alter the teaching materials, learning objectives, and assignments. To accommodate different student demands in mixed-ability classes, even the instructional materials will be modified.

·       To fulfill the requirements of each diverse student with a disability in my class, I will take into account application techniques for adaptive and assistive technology. Some may receive assistance with improving function, while others will receive an addition to help them increase purpose and accessibility. To better meet the requirements of each student, I will now create and deploy technology-enhanced learning opportunities in my classroom, including assistive and adaptive technologies.

·       I will never lose sight of the need to promote diversity in my classroom by designing a course that is open to all students. An inclusive learning environment will be created in the classroom by using an inclusive curriculum, giving each student the chance to take part in activities and succeed on their own terms (Inclusive Schools Network, 2015).

·       Since one of the guiding principles of the school where I work is remedial instruction, I will keep using remedial instruction to assist my pupils in mastering fundamental academic abilities through retrofitting and backward design (Stanford & Reeves, 2009).

·       I will provide each student with individualized learning materials based on their unique languages, cultures, beliefs, learning preferences, and requirements by structuring the setting, implementing instructional strategies, and/or modifying instructional delivery methodologies and evaluations. To encourage inclusive teaching and learning methods in the classroom, the content delivery will be concentrated on three components, including instructional material, instructional process, and student product (Tomlinson & McTighe, 2006). I will engage students with content areas that interest them and allow them to work at their speed while individualizing the content and progress (The Education Hub, n.d.). The procedure will then be tailored based on their requirements and areas of interest. It implies that instruction will remain adaptable, giving students the freedom to own the material they are learning.

·       Every lesson my students take will center on reflection on the lesson learned because, by doing so, they learn to take their own discipline's philosophies and prevalent customs into account in light of the possibility that students from different backgrounds may interpret or think about knowledge in a different way than they might anticipate (Cornell University, n.d.).

Conclusion

The impact of this course on how I will implement it in my classroom moving forward is illuminating because I am prepared to learn, unlearn, and relearn. I will begin to always bear in mind the value of encouraging inclusion and diversity in the classroom to establish a fair learning environment that respectfully addresses differences. To successfully execute the educational approaches and strategies discussed in this course, I would constantly be positive with my students and teach them to be positive all the time. To accomplish this, I should be able to coordinate diversity in the classroom and achieve educational objectives through inclusive teaching that encourages student transformation.

 

References

CGU. (2019). 4 Ways to Include Personalized Learning in Your Classroom. https://www.gcu.edu/blog/teaching-school-administration/4-ways-include-personalized-learning-your-classroom

Cornell University. (n.d.). Incorporating Diversity. https://teaching.cornell.edu/resource/incorporating-diversity#:~:text=%E2%80%9C Because%20we%20as%20educators%20exert,13).

Ebersole, M., Kanahele-Mossman, H., & Kawakami, A. (2016). Culturally responsive teaching: Examining teachers’ understandings and perspectives. Journal of Education and Training Studies, 4(2), 97-104. https://files.eric.ed.gov/fulltext/EJ1080851.pdf

Katz, J. & Sokal, L. (2016). Universal Design for Learning as a bridge to inclusion: A qualitative report of student voices. International Journal of Whole Schooling, 12(2), 36-63. https://files.eric.ed.gov/fulltext/EJ1118092.pdf

Morin, A. (n.d.). Personalized learning: What you need to know. https://www.understood.org/en/articles/personalized-learning-what-you-need-to-know

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. https://files.eric.ed.gov/fulltext/EJ967757.pdf

The Education Hub. (n.d.). A brief introduction to personalized learning. https://theeducationhub.org.nz/wp-content/uploads/2018/06/Personalised-learning-.pdf

Together we learn better: Inclusive schools benefit all children. (2015, June 10). Inclusive Schools Network. https://inclusiveschools.org/together-we-learn-better-inclusive-schools-benefit-all-children/