Instructional Strategies to Address the Diverse Needs of All Students

Description

Concept by Marco Fenici

Educators in today’s schools support students with diverse learning needs. It can be challenging to design learning opportunities that meet the needs of such a wide variety of learners.

The Universal Design for Learning (UDL) framework aims to ensure all students have full access to educational resources, regardless of their needs and abilities. In terms of instructional design, Differentiation is a strategy that addresses each student’s learning profile, readiness, and interests.

The course is for teachers who seek to learn more about the approach of Universal Design for Learning (UDL) and the strategy of Differentiation in order to design an accessible educational framework that addresses the diverse needs of all students (e.g. students with special needs, migrants) and ensures their educational and social inclusion.

Learning outcomes

The course will help the participants to:

• Build their understanding of learner variability (strengths, preferences, and diverse needs) and its implications for teaching and learning;
• Explore the core principles of UDL and Differentiation, and practice techniques, and strategies for promoting active participation and motivation in today’s diverse classrooms;
• Use guidelines, strategies, and techniques for applying UDL principles and Differentiation to improve lesson design, and instruction and support high levels of engagement and achievement for all learners.

Tentative Schedule

Day 1 – Course introduction & setting goals

• Introduction to the course, the school, and the external week activities;
• Icebreaker activities using drama for trust and ensemble building;
• Identification of needs and goals for each participant and relevant populations;
• Diversity and inclusive education in contemporary classrooms;
• Group discussion and teamwork practical activities;
• Presentations of the participants’ schools.

Day 2 – Supporting learners

• Universal Design for Learning (UDL): Principles and guidelines to support learners’ variability;
• Instructional Planning Process;
• Slides presentation, group discussion, and teamwork practical activities.

Day 3 – Designing lessons

• UDL Instructional Planning Process;
• Designing lessons with UDL lesson planner;
• Slides presentation, group discussion, and hands-on activities.

Day 4 – Engaging learners

• Differentiating instruction: Guidelines regarding learners’ variability;
• Differentiating step by step the learning environment, the lesson content, and the process to engage students (Curriculum modifications, alternative teaching strategies methods, and techniques);
• Slides presentation, group discussion, and teamwork practical activities.

Day 5 – Learning process end result

• Differentiating the product of the learning process;
• Αssessment as a compass in differentiating instruction;
• Slides presentation, group discussion, and hands-on activities. 

Day 6 – Course closure & cultural activities

• Course evaluation: round-up of acquired competencies, feedback, and discussion;
• Awarding of the course Certificate of Attendance;
• Excursion and other external cultural activities.