Page 25 - Learning for All – A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, 2013

Instructional Approaches • 23
Teachers already use many instructional strategies in their classrooms that support some of the shared principles of UDL and differentiated instruction, including cooperative learning, project-based approaches, problem-based approaches, and explicit instruction. The following table summarizes relevant aspects of these strategies.
How Common Classroom Strategies Support UDL and DI
Cooperative learning
Project-based approach
Problem-based approach
Explicit instruction
• Emphasizes small-group work, which suits the emotional needs and learning styles of some students.
• Groups are composed of students with differ- ent abilities and talents, enabling participants to experience the
value of their particular
strengths.
• Students work together
to achieve specific tasks, which fosters positive interdependence and responsibility.
• Tasks are structured
so that no single team member can complete them on his or her
own, which fosters an appreciation of diverse strengths and teamwork.
• Facilitates learning through a variety of different projects focused on a particular topic or theme, allowing students to work on topics of particular interest to them, at their own level and pace.
• Students may work independently or in mixed-ability groups, as suits their particular learning style or emotional need.
• For group projects, the teacher ensures that students can work simultaneously on a number of different options.
• The teacher monitors carefully to ensure that students are attempting tasks at the most appropriate instructional level.
• Allows students to solve realistic problems by reflecting on best strategies and drawing on prior knowledge of effective approaches used in other problem situations, according to their particular
prior knowledge and readiness to learn.
• Requires careful planning by teacher
to provide appropriate cognitive challenges for every student.
• Provides suitable learning opportunities for students who benefit most from structured learning, clear direction, and specified processes. Provides structure for students who need more guidance.
• Requires teacher to frequently model the use of learning strategies and assessment tools by:
– verbalizing thought
processes, including steps of a learning strategy or process;
– providing opportuni- ties for students to practise using the strategy;
– mentoring and monitoring students’ practices;
– providing timely feedback;
– guiding students’ attempts until they can carry out
the strategy independently.