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EDU 5711 - Written Assignment Unit 4

This document discusses instructional approaches for diverse and inclusive classrooms. It describes direct and indirect approaches. The direct approach is teacher-directed with explicit teaching, modeling, and drilling. It can help struggling students but may limit creativity. The indirect approach is student-centered with problem-solving, exploration, and teacher guidance. It encourages skills and creativity but can be time-consuming. Universal Design for Learning principles can make materials accessible and engage different learners within both approaches.

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182 views5 pages

EDU 5711 - Written Assignment Unit 4

This document discusses instructional approaches for diverse and inclusive classrooms. It describes direct and indirect approaches. The direct approach is teacher-directed with explicit teaching, modeling, and drilling. It can help struggling students but may limit creativity. The indirect approach is student-centered with problem-solving, exploration, and teacher guidance. It encourages skills and creativity but can be time-consuming. Universal Design for Learning principles can make materials accessible and engage different learners within both approaches.

Uploaded by

Zonia Nill
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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EDU 5711 – Written Assignment Unit 4

EDU 5711 – Written Assignment Unit 4

DR FIDA

(Name Withheld for Peer Assessment)

University of the People


Written Assignment Unit 4 - Instructional approaches in a diverse and inclusive classroom setting

INTRODUCTION

When planning curriculum and class instruction, teachers tend to draw up a catalog of

instructional approaches and different methods. All these would be used in the combinations of

each lesson and unit, it will be used to put together varieties of activities in other to engage the

students with different learning styles to achieve instructional goals ( Manitoba.ca, n.d.)

The two major instructional approaches are the direct and indirect approach

DIRECT APPROACH: This approach is widely used and it’s maybe the most commonly used

approach. It is highly teacher-directed. With this approach, diverse students have benefitted

through Didactic questioning, explicit teachings, Practicing and Drilling, and different forms of

Demonstrating and Modelling, Comparing and Contrasting, Guides for Reading, Listening,

Thinking and Viewing, Lecturing (Uidaho, n.d.) e.t.c.

The strength of a Direct Learning Approach in a diverse and inclusive classroom setting has

shown to effective in helping students who struggle with learning or processing language and

vocabulary. The method is strictly teacher input such as modeling. Students can work together to

help the learning pace to be faster. The Universal Design Learning mode is a good example. It

helps teachers to get various flexible and assessable materials that address the diversity of

students. (Katz & Sokal, 2016)

One component during a direct approach lesson planning would be the representation, which is

mainly of the teacher input. Examples of UDL representations include the use of pictures for

information enhancement, videos, and audios.

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Written Assignment Unit 4 - Instructional approaches in a diverse and inclusive classroom setting

INDIRECT APPROACH: In contrast to the direct learning approach, the indirect learning

approach is mainly student-centered. It encourages students to come up with alternatives and

problem-solving. With the indirect approach of learning, students find the class more flexible as

it lets students the chance to explore diverse possibilities and decrease the inner fear of making

mistakes (Uidaho, n.d.) which is highly beneficial in a diverse and inclusive classroom setting.

The characteristics of this approach include encouraging creativity, skills, and abilities within

students. The teachers in an indirect approach to learning class turn into a guide and supporter

for the students thereby making sure to provide adequate feedback to students. These methods

include Problem Solving, reading for Meaning, Reflective Discussion, Concept

Mapping/Formation/Attainment, Inquiring and researching, Observing and Investigating, Case

Studies e.t.c. (Uidaho, n.d.) For the Indirect Learning Approach in a diverse and inclusive

classroom setting. The Universal Design Learning mode is a good method of introducing new

skills to diverse learners. The appropriate component of the UDL method is presenting which is

student-centered and teachers act just as a guide to students (Metcal et al, 2009). This serves as a

motivation to students based on their style of learning to encourage their own participation

medium choice (Stanford & Reeves, 2009)

The Characteristics and Merits of direct instruction is the effectiveness of the student’s learning

through active involvement. Their relevance is an encouragement of a high level of

differentiation instruction for diverse learners and consideration of individual interest. An

implication would be how much huge help and skill organization required ( Manitoba.ca, n.d.)

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Written Assignment Unit 4 - Instructional approaches in a diverse and inclusive classroom setting

The Characteristics and Merits of in-direct instruction are how students are motivated to learn

through active involvement in pairs and groups. Their relevance is the focus on each student's

understanding of long-term knowledge retaining. An implication would be how time-consuming

this method can be. (Uidaho, n.d.)

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Written Assignment Unit 4 - Instructional approaches in a diverse and inclusive classroom setting

References:

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.

Retrieved from https://files.eric.ed.gov/fulltext/EJ1118092.pdf

Manitoba.ca. ( n.d.). A Foundation for Implementation: Instructional Approaches. Retrieved

from https://www.edu.gov.mb.ca/k12/cur/ela/docs/ela-instruct2-s1.html

Metcal, D. Evans, C. Flynn, H. K. & Williams, J. B. (2009). Direct Instruction + UDL = Access

for Diverse Learners. Retrieved from https://files.eric.ed.gov/fulltext/EJ967755.pdf

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. Retrieved from

https://education.illinoisstate.edu/downloads/linc/linccurriculummodule/Making%20It

%20Happen.pdf

Uidaho. ( n.d.). Instructional Approaches: A Framework for Professional Practic. Retrieved from

https://www.webpages.uidaho.edu/cte492/Modules/M3/Methods-Strategies.htm

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