Two Instructional Approaches as Methods in A Diverse and Inclusive Classroom Setting

 

Two Instructional Approaches as Methods in A Diverse and Inclusive Classroom Setting

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

 

In a varied and welcoming classroom environment, pedagogical innovations seek to improve student's educational outcomes and experiences (Katz and Sokal, 2016). Learning is affected by a variety of factors, including those that are inherent in the learner, those in the learning environment, and how those factors interact. No matter their learning preferences, genders, racial, religious, or ethnic backgrounds, teachers should make an effort to establish a classroom climate that fosters a sense of belonging for all students (Pullum, n.d.). This article compares the benefits of two main instructional strategies and explains how they relate to diverse and inclusive classroom environments.

Universal Design for Learning (UDL)

The overall UDL strategy aims to eliminate unnecessarily high learning obstacles and provide every student with an equal chance to learn and achieve (Morin, n.d.). It aims to ensure that each student is encouraged to pursue self-directed learning and then track their progress (Dhabecker, 2017). Giving students a variety of flexible or varied ways to view knowledge through their options over how they exhibit their learning fosters student expression, engagement, and diversity (Cornell University, 2022).

The major characteristic of UDL is that it adheres to three main principles, including multiple means of representation of the content (the what of learning), multiple means of action and expression (the how of learning), and multiple means of engagement (the why of learning), to motivate students during the learning processes (Lathan, 2022). When choosing their assignment, UDL gives them a sense of autonomy, and they may practice the flexible assessment process (Teaching for Education, 2020). Students also have the option to develop a variety of presentations utilizing the alternate format.

The merit of utilizing UDL is that it would remove all barriers in the classroom. It not only improves curriculum through difficult but doable assessment processes, but it also gives them strength through collaboration and engagement. Additionally, students are helped to meet their needs since learning materials are presented in a way that adapts to the learner rather than requiring the learner to change to the knowledge, inspiring students to learn and think in novel ways (Morin, n.d.).

Differentiated Instruction (DI)

Since each student has different needs, educational histories, attention spans and interests, linguistic abilities, and cultural backgrounds, differentiated instruction is a teaching method that adapts lessons to each student's learning demands (Chessineducation.org, 2022). According to differentiated instruction, one teaching approach won't be effective for all students, especially when the teacher's and student's learning styles differ (Stanford and Reeves, 2009). Through a customized education method, each student receives instruction that is specific to their interests, preferences, talents, and challenges (Tucker, n.d.).

The major characteristic of DI is that it offers instructors the freedom to select various learning activities, content standards, forms of assessment, and classroom environments to meet the needs and foster the development of each learner, including those in kindergarten through grade twelve (Stanford and Reeves, 2009). Teachers respect and encourage students and have a deep belief in their capacity to learn. Most significantly, variable grouping and periodic evaluation interpretation give students the chance to investigate and apply the subject (Ford, 2005).

The merit of implementing DI in the classroom would assist instructors in realizing the value of assessment as a tool for guiding instruction. Additionally, it effectively satisfies the curricular requirement for learners' achievement. Additionally, it maximizes possibilities and engagement for students by providing quick, detailed feedback. The four components of DI—content, technique, product, and effect—are modified to provide an efficient, entirely student-centered learning environment.

Comparing UDL and Differentiated Instruction

With a special focus on offering support and scaffolds depending on the strengths and limitations of each learner, planning, and student groups are adjustable in both cases. However, according to Choudhury (2021), UDL offers a variety of engagement, representation, action, and expression to all learners from the start with self-differentiated paths for themselves, whereas DI provides focused methods that are teacher-directed as teachers choose which strategies students receive. While both approaches aim to maximize each student's learning by giving them a variety of ways to learn content or show that they understand it, they differ in terms of when and how adjustments are made to meet student's needs because UDL occurs during curriculum design while DI occurs during instructional time (Fisher, n.d.). On the other hand, UDL attempts to remove obstacles to learning so students can absorb the most knowledge and develop into expert learners, in contrast to differentiation, which aims to provide a responsive and optimum learning environment for individuals or groups of learners. Finally, although UDL is more focused on student-centered learning and actively designs the learning experiences, DI can be considered a responsive technique where adjustments are made based on individual requirements.

Conclusion: Relevance and Implication for K-12 Classrooms

Since all students in all classes, from K–12, have distinct requirements and come from various backgrounds with a variety of interests and talents, these approaches apply to all of the classes. By actively creating an inclusive curriculum for kids' academic progress and removing obstacles, they value diversity (Ralabate, 2011, August 30). Additionally, they free up teachers' time so that they may focus more on teaching and encouraging learning rather than on retrofitting. Because both strategies give students the motivation and support, they need to satisfy their learning objectives, their consequences are overwhelmingly favorable.

 

References

Chessineducation.org. (2022). Differentiation: A variety of teaching techniques and lesson adaptations. https://chessineducation.org/theory-2/

Choudhury, S. (2021). Differentiating between UDL and Differentiated Instruction. https://www.novakeducation.com/blog/udl-vs-differentiated-instruction-a-new-perspective

Cornell University. (2022). Universal Design for Learning. https://teaching.cornell.edu/teaching-resources/designing-your-course/universal-design-learning

Dhabecker. (2017). Episode 2 – What is UDL in the math classroom? https://theothermath.com/index.php/2017/09/03/what-is-udl-in-the-math-classroom/

Fisher, M. (n.d.). 4- UDL/Differentiated Instruction. https://sites.google.com/site/0sped4300/4

Ford, M. P. (2005). Differentiation Through Flexible Grouping: Successfully Reaching All Readers. https://files.eric.ed.gov/fulltext/ED489510.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

Lathan, J. (2022). 4 Proven Inclusive Education Strategies for Educators. https://onlinedegrees.sandiego.edu/inclusive-education-strategies/

Morin, A. (n.d.). What is Universal Design for Learning (UDL)? https://www.understood.org/en/articles/universal-design-for-learning-what-it-is-and-how-it-works

Pullum, L. (n.d.). 5 Inclusive Classroom Strategies to Build a Safe Community. https://everfi.com/blog/k-12/inclusive-classroom-strategies/

Ralabate, P. K. (2011, August 30). Universal Design for Learning: Meeting the Needs of All Students. The ASHA Leader. https://www.readingrockets.org/article/universal-design-learning-meeting-needs-all-students

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.

Teaching for Education. (2020). Universal Design for Learning: UDL. [Video]. YouTube. https://www.youtube.com/watch?v=gmGgplQkrVw

Tucker, G. C. (n.d.). What is differentiated instruction? https://www.understood.org/en/articles/differentiated-instruction-what-you-need-to-know