Block Two:
Inclusive Instructional Practice
What Is Inclusive Instructional Practice?
In the second block of this model, called Inclusive Instructional Practice, a step-by-step planning and instructional framework is outlined (Katz, 2012). Physical and instructional environments are designed so that students have access to differentiated learning opportunities in order to address their varied learning modes. Essential understandings within curricula are identified, and inquiry activities that promote higher order thinking are planned. Course materials are differentiated in terms of level of complexity, methods of acquiring knowledge, and strategies for demonstrating understanding. As part of this practice, teachers build rubrics that reflect multiple developmental levels of understanding, and can be used to assess multi-modal expressions of understandings. Regular feedback and assessment is ongoing so that teachers can assess for learning, and when needed, conduct assessment/evaluation of learning, including grading.
Keep in mind the four pillars of the model - Belonging, self-concept, cognitive challenge, and social learning. We have to design our instruction in such a way that all students can play a valuable role, experience success, and be exposed to multiple perspectives (through their peers).
So the challenge is - how do we design our instruction so that the student with the least background knowledge/skill and the student with the greatest background knowledge and skill can both be challenged - and work together?
So the challenge is - how do we design our instruction so that the student with the least background knowledge/skill and the student with the greatest background knowledge and skill can both be challenged - and work together?
There are many ways to design instruction for diverse learners.Universal Design for Learning (UDL) provides us with three foundational principles: provide multiple means of engagement, representation, and action and expression. In any group of students, you will never find a class where everyone has the same interests, learns best in the same ways, or show their learning in the same way. And yet, when we level students, we limit their potential. So how do we teach curriculum to diverse learners?
Unit Activities
Sample Year/Unit Plans
On the "Resources" page of this website, there are sample lessons and units.
Student Voice
"I felt that I was having fun doing lots of the projects and different activities, and I also got, I felt like I could finally show people that I learn this way and not this way.
Because last year it was all just writing, writing, writing. That’s not how I learn, and now I understand why.
It made me proud."
J, Grade 6
Because last year it was all just writing, writing, writing. That’s not how I learn, and now I understand why.
It made me proud."
J, Grade 6
Teacher Voice
"I have implemented the three block model in my geography class. It has been a challenge to prepare centers but the payoff has been amazing. I have students who are experiencing real academic success for the first time in their school career and others who are feeling challenged for the first time. I look forward to implementing it in my other classes next semester."
- Jude Gosselin, Grade 10 Geography Teacher, Centre Scolaire Leo Remillard
"I completely believe in teaching this way. It takes a tough class to really realize the positive effect it has on all students and adults in the classroom." - Ms. R., High School Science Teacher
"It was easy for me to mount up the excuses for why things weren’t working. This showed me how to make things work." - Anonymous
- Jude Gosselin, Grade 10 Geography Teacher, Centre Scolaire Leo Remillard
"I completely believe in teaching this way. It takes a tough class to really realize the positive effect it has on all students and adults in the classroom." - Ms. R., High School Science Teacher
"It was easy for me to mount up the excuses for why things weren’t working. This showed me how to make things work." - Anonymous