Assignment 1A - Theory to Practice ITL-604 Nada El Masri

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Psychology

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May 3, 2024

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Assignment 1A – Theory to Practice ITL-604 Nada El Masri o Notes UDL connections Make connections to your teaching schema as a whole class (refer to your class profile in ITL 604) Describe and justify if this theory is essential to consider for the instruction and learning of your three Focus Students. (refer to FS 1-3 Profiles in ITL 604) 1-Theory of Differentiated Instruction (DI) Differentiated instruction is the theory that recognizes that every student learns differently. Teachers should consider individual differences to benefit the learner and modify content, 1-Some example about DI Having students choose if they need to work alone or in groups. 1-Offering a choice on a variety of writing As a whole class, we are creating. 1-differentiated instruction will break some students into reading groups to discuss the assignments or the FS1 is a second- language learner who needs help communicating with his peers. He appears to feel more comfortable engaging with those who speak his native language. There may be ways to

assessments, and sequence accordingly. By applying differentiated instruction in the classroom, teachers can establish a safe and positive environment for learning. It allows for individual work preferences and includes spaces to work quietly and without distraction, as well as areas that invite student collaboration—in addition to providing materials that reflect various cultures and home settings. Establishing clear guidelines for independent work that match individual needs could help students understand at the same time, some learners need to move around to learn while others do better sitting quietly. prompts based on their interest. 3-Design lessons based on students' visual, auditory, and kinesthetic learning styles. Some strategies for grouping: Learning cycle groups with similar needs can brought together in small groups for additional support and practices. Another instructional grouping based on the common core standard will be cooperative groups, where students with diverse abilities and characteristics work together and learn from one another to accomplish the assigned learning goals. The Jig saw groups, which break up the groups so that the two texts can be separated topic. 2- Allow students to read individually if they prefer to read alone or make them work in the pair- share model so they can take turns reading the text or solving math problems together. 3-I also noticed from my experience working in the classroom that some students prefer to be in a quiet place; creating a calm place to sit and do their work can help the student complete their work independently or with the teacher's help. The first step for UDL in differentiated instruction is collecting data about the students, their academic level, interests, and personalities. support him by asking him if he likes to work with a group or alone, And since FS1 is an ELL student, an auditory learning style can work best for him, such as watching a dialogue video during DELD or visual pictures, such as a bar model and number line, during a math lesson about multiplication, etc. FS2 has an IEP. FS2 displays a symptom of inattention, hyperactivity, and impulsivity. Constant redirection and frequent check-ins to monitor progress and activity can benefit him and give him support to focus and succeed. Flexible seating, worksheets, or assignments can be based on his interest, such as creating math problems based on sports can help him focus more and not get distracted. Also, collaborating group learning can work best for him and engage him more. FS3 (who experienced a challenging household) in

into sections and assigned to the students. differentiated Instruction can be engaged in learning when sharing about his hometown in Mexico; bringing topics about food, sports, or Art can make him express more during English Language Art— listening in on think- pair activities so he can say more because this topic makes him express himself to his peers and might build positive relationships with them. 2-Theory of Transformational Learning (TL) Transformative learning is sometimes called transformational learning and focuses on the idea that adult learners can adapt their thinking based on new information. Mezirow, the founder of the transformative learning process, believed that instead of applying their old understanding to new situations, adults seek new perspectives to gain fresh insight. Mezirow's theory states that adult students can learn and grow from past Some examples of Transformational learning are: 1-Asking questions that cause learners to reflect on what they are doing and why they are doing it. Questions should require students to analyze, synthesize, create, empathize, interpret, reference background knowledge, defend As teachers, we can apply transformative learning (TL) to various resources in our teaching methods, such as language Art and articles about animal adaptation, to offer fresh insights into the world of animals and their occurrences and add to students’ experiences in their real lives. Teachers can also present contrasting articles; students are encouraged to challenge their FS1 is an ELL, so he benefits from incorporating his funds of knowledge, what he knows about animal adaptation and his experience. He can collaboratively during pair-share to add new information to his ability. He also can use drawing to express what he already knows about the topic by adding further information. FS2 can use a journal to write about soccer during DELD to express his opinion in drawing or writing. Encourage delivering information choices in

experiences. He discovered that individuals could transform their performance through critical reflection and review. Mezirow observed that adult learning involves reevaluating beliefs and thoughts since childhood and allowing critical reflection and teaching to shape the current version. alternative perspectives, and determine what they know and don't know. 2- role-playing, simulations, arts- based activities, using the critical incident technique, and encouraging learner support. 3-. Organize students into learning groups to discuss ideas and exchange information based on prior knowledge or experiences. preconceived notions and broaden their knowledge more efficiently and comprehensively by exchanging information. The teacher can assign 3 to 4 students to do a project based on the topic and present it to the class. It can be in written posters or digital presentations. This approach can effectively promote critical thinking and enhance the learning experience for the entire class. written form, verbally, and through pictures and art. Since he is also born in Mexico and always visits his home during summer, he can broaden his knowledge and think critically about the article that talks about a specific topic and connect to what he knows or from his experience when visiting his hometown, such as topics about food, sports, etc. FS3 is Struggling socially to make friends, but at the same time, he likes ART, and he is talented in drawing; the best thing to work with him when it comes to transformative learning strategies is expressing himself by asking him to share their initial thoughts on the subject. Create engaging art activities and ask him to reflect on the activities and discussion and how they may have impacted their thoughts. 3-Inclusive education The school and the classroom should be a place for all Some examples of inclusion Teachers can begin the school by making students In Language ART, teaching an inclusive classroom is critical,

students without disabilities and with disabilities. Therefore, all students can fully participate in their classrooms and school community. Legislation requires that students receive education in the least restrictive environment, with general education being the first choice. Inclusive education requires accepting and attending to differences in physical, cognitive, academic, social, and emotional abilities. Students may occasionally need to spend time in separate classes for therapy, but this should be the exception. All students can participate and express themselves. education: 1-Giving equal learning opportunities in an inclusive classroom, students get experiences working with students with various ability levels. 2- Inclusion gives students with and without additional skills such as collaboration, teamwork, and problem-solving And they can use it in and out of the classroom. 3-In-inclusive classroom environment helps teachers develop a curriculum, methods, materials, and assessments that work for everyone by using a flexible adjustment based on an individual’s needs. By providing information in multiple ways, students can learn about each other through icebreaker activities, and they can understand their differences. Students can also participate in teamwork activities to better see and apply each other’s strengths and see their differences. -Practice a person's first language. Avoid the terms of a project unnecessarily. Make support and assistive technology not just for students with disabilities. This will lessen the isolation; an individual using consent can feel all students are successful. Teachers can create a space that fosters respectful participation. Classroom rules define student roles, and teachable moments are all ways teachers can create an inclusive space. Have students work collaboratively, which helps build and one way to make it happen is by using a "choice board." This board gives FS1 the freedom to pick their preferred method of expression, from retelling the topic in their own words to drawing it out. By doing this, FS1 will feel more confident and comfortable in their learning, boosting their engagement level and overall learning experience. FS1 can be placed in a Jigsaw group, and he can learn from others. In an inclusive classroom, FS2 should face the teacher during instruction to stay focused and avoid distractions. Working in pair-share or small groups of 4 to 6 students also benefits FS2 instead of learning with the entire class. A small group of diverse students is assigned a topic to study, with each student given specific subparts of the work to be completed. Completing these tasks requires collaboration between students to produce a group effort. Different students can also be

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