Choose one strategy/learning technique introduced this week and explain how it can be applied to planning content and/or organizing lessons for diverse students in an inclusive setting.

Demonstrates clear
understanding that
self-reflection is a key
component of
improving both a)
her/his own teaching
practices and b) the
growth, development
and learning of one’s
students. Clear,
applicable details and
examples are
provided in the
reflection.

Engages in detailed
analysis of aspects
of her/his own
experiences and
those of others that
centrally relate to
the topic. Makes
substantive
connections
between these
experiences and 

their application to
teaching practice,
and cites texts,
scholarly journals,
and other resources
to articulate their
meaning.
Submission
demonstrates
understanding of
the importance of
reflection on
experiences as a
critical tool for selfimprovement and
effectively employs it.

Synthesizes those
aspects of the
readings that relate
to the topic. Makes
substantive
connections
between what is
learned from the
readings and the
topic. Includes
references to other
sources to
demonstrate the
ability to extend
one’s own learning
through
independent
discovery 

Synthesizes those
aspects of the
readings that relate
to the topic. Makes
substantive
connections
between what is
learned from the
readings and the
topic. Includes
references to other
sources to
demonstrate the
ability to extend
one’s own learning
through
independent
discovery     

1. Bray, W. (2005). Supporting diverse learners: Teacher collaboration in an inclusive environment. Teaching Children Mathematics, 11(6), 324-329.

• This article reviews challenges to and methods to overcome obstacles to inclusive environments for diverse students. Flexible student grouping and academic learning choices for students are reviewed.

2. Flores, R.P., Monroy, G.V., Fabela, A.M.R. (2015). Compensatory policies attending equality and inequality in Mexico educational practice among vulnerable groups in higher education. Journal of Education and Learning, 4(4), 53-63. Retrieved from https://files.eric.ed.gov/fulltext/EJ1097791.pdf

• This resource presents a discussion of how social inequality exists in accessing higher education among lower socioeconomic groups and diverse populations in Mexico. 

3. Howard, E. R., & Christian, D. (2002). Two-way immersion 101: Designing and implementing a two-way immersion education program at the elementary level. Center for Research, Diversity, and Excellence. ERIC. https://files.eric.ed.gov/fulltext/ED473082.pdf

• This resource introduces an innovative instructional approach for integrating native English speakers and non-native English speakers in inclusive classrooms. Concepts of planning and content design to meet diverse student needs are discussed.

4. McFarland-McDaniels, M. (n.d.). How to organize a classroom for diverse learners. Classroom. https://classroom.synonym.com/organize-classroom-diverse-learners-8235933.html

• This online resource discusses how a teacher can organize a classroom to meet diverse learning needs. Means of identifying student learning needs are presented. Creating classroom environments that are adapted to student needs and differentiated learning centers are reviewed.

5. 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 

• This resource reviews how the traditional classroom environment does not always work well with diverse learners. Aspects of differentiated instruction retrofit framework and Universal Design for Learning are introduced. The article offers vignettes for learning application.

6. Taylor, B.K. (2015, January 14). Content, process, and product: Modeling differentiated instruction. Kappa Delta Pi Record, 51(1), 13-17. https://www.researchgate.net/publication/273340707_Content_Process_and_Product_Modeling_Differentiated_Instruction Retrieved from here.

• This resource discussed how differentiated instruction is an instructional strategy to meet the meets of diverse learners through their unique needs, interests, and learning styles. The focus of the article is how preservice teachers can learn to incorporate differentiated instruction by adapting content, process, and products of instruction.

7. Tomlinson, C.A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Connecting content and kids. Association for Supervision and Curriculum Development. https://chca-oh.instructure.com/files/3649/download?download_frd=1

• Read Chapter 1. This resource provides an in-depth look at how an educator can combine elements of differentiated instruction and Understanding by Design to create and maintain an inclusive academic environment. The article reviews how to adapt learning materials to respond to student learning levels and styles. Combination of different learning techniques is discussed.