Inclusive Instructional Approaches
Inclusive education ...
as an “…approach to learning aims to cultivate learning environments that are equitable and nurturing to every student” (Lathan, 2020).To have an inclusive education school, one of the chief ways is to introduce an inclusive education environment into our classes. This would mean continuously challenging the existing pedagogy and introducing new ideas by presenting the content in a way that engages all learners.
“The
teacher is the classroom leader who sets the tone and facilitates learning in
the classroom environment” (Schiller & Joseph, 2010, p.3).In order to set a tone that is inclusive of all diversities in the
classroom, teachers require research backed instructional approaches as base for
the teaching plan. Such approaches provide a safety net to ensure that maximum pathways
of the brain are covered. “Without the
supporting pedagogy, inclusion in diverse, standards-based classrooms could not
be successful”, (Voltz,
Sims, &Nelson, n.d.).
The approaches that I have chosen for my research and practice are (a) sheltered
instruction and (b) differentiated instruction.
Sheltered
Instruction
“…. different discipline specific literacy
strategies can be used by teachers to help students improve their understanding
of course content” (Cullen, 2016). Sheltered instruction includes diversity in its approach, but
its main focus is on English language learners.
Sheltered instruction is
based on the principle that “…mathematical reasoning and problem solving are closely linked to
language and rely upon a firm understanding of basic math vocabulary”,
(Robertson, 2018). Hence “…making sure that students understand math vocabulary
and have ample opportunities to use it are very important, (Robertson, 2018).
Broadly, it has eight elements: “(1) preparation, (2) building
background, (3) comprehensible input, (4) strategies, (5) interaction, (6)
practice and application, (7) lesson delivery, and (8) review and assessment”,
(Voltz, Sims, Nelson,
n.d.).
Differentiated
Instruction
“Differentiated Instruction focuses on
whom we teach, where we teach, and how we teach. Its primary goal is
ensuring that teachers focus on processes and procedures that ensure effective
learning for varied individuals” (Tomlinson,
&McTighe, 2006). The basic tent is to bring in different learning
strategies and assessments in the curriculum.
The chief model for differentiation that I find very helpful is that of
Howard Gardener’s Multiple Intelligence. “The theory of multiple intelligences differentiates intelligence
into specific (primarily sensory) ‘modalities’, rather than seeing intelligence
as dominated by a single general ability”, (Amacha, 2020) .
This model ensures taking practices from logical and creative sides of
the brain. It integrates skills of working with others as well as alone. Hence,
it focuses on complete brain as a set of paths to learning and gives a hook for
a diverse group of learners to connect with the subject.
Comparison
Differentiation includes sheltered instruction, for language as an
intelligence is a part of Multiple Intelligence framework by Howard Gardner.
However, for my subject I would keep sheltered instruction as a special teaching
approach for its value for teaching maths.
A lot of students who struggle with maths are good in language and do
not relate to the symbol heavy nature of maths. These can be assisted by
bringing in language based teaching approach, such as sheltered instruction.
Conclusion
Ultimately, a judicious mix of the two approaches would be the best way
forward. The way forward would be for the teacher to understand (a) as many
approaches as possible, (b) understand the demography of the students as much
as possible and (c) creatively build an individual design for the group that
will vary year to year.
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