Differentiation is important to support the unique learning needs for all students. Within this unit plan, Universal Design for Learning (UDL) is one of the approaches utilized to address the diverse learner needs in the classroom. One of the strategies implemented is providing students with multiple means of representation (UDL principle 1 and 5). “In a diverse classroom, no single method can reach all learners. Multiple pathways to achieving learning goals are needed.” (Alberta Education, 2010). This is accomplished in this lesson plan by providing instructional videos, PowerPoints, and handouts to increase the amount of learning occurring in the classroom.

 

In addition, students are given autonomy in how they choose to represent their series of self-portraits. Giving learners diversity and opportunity to create, design, and revise using different mediums encourages student engagement by allowing them to express their interests and wrestle with complex questions (Jacobsen, Lock & Friesen, 2013). This performance task creates multiple entry points for students to show their learning, through painting, clay, drawing etc. creating authenticity and giving them independence to express themselves through whatever medium best reflects their identity (UDL principle 7).

 

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INCLUSIVE EDUCATION

Indigenous Education

 

Student engagement is essential for enhanced learning and student success. According to OECD (2017), the main priorities for accelerating change are student well-being, participation rates, student engagement, early learning, supporting teachers and leaders, and engaging families. Incorporating culturally responsive pedagogies empowers students to build connection to their learning by validating students’ prior cultural knowledge and experiences.

 

Further increases in engagement and participation can be accomplished by engaging family and community in tasks (OECD, 2017). The involvement of family and community through the inquiry pedigree project creates authenticity and cultural relevance, as students trace back a familial trait throughout multiple generations, that influence their physical identity. In addition, through the performance task students are given the opportunity to evaluate how their personal connections and culture influence their inner space, that might not always be externally expressed.

 

The Indigenous believe that physical, emotional, mental, and spiritual interactions are key components to create a balanced human life (ATA, 2006, p. 30). While the biology discipline focuses on the physical attributes, the emotional, mental, and spiritual elements are woven into the expression of one’s inner self. These elements can be expressed through the various portraits’ students will create in the performance task.

 

This idea of identity and self can easily be supported and woven into Indigenous education. Indigenous ways of knowing incorporates a holistic approach to learning, which provides students with a more comprehensive understanding of content and fosters the development of deeper learning. Elder Albert Marshall from the Mikmaq, Eskasoni first nation states: Two eyed seeing “recognized the benefits of seeing from one eye with the strengths of indigenous ways of knowing, from the other eye the strengths of these western ways of knowing and using both of these eyes together to create a new form of understanding and insight” (2015). This interdisciplinary unit challenges students to consider the strengths of both westernized and Indigenous Ways of Knowing that influence the holistic framework of student identity.

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ELL SUPPORT

English Language Learners

 

Prior to the start of the biology unit, I would provide a worksheet with key concepts and vocabulary. Providing students with pre-taught vocabulary is an effective technique specifically effective for ELL students, as it exposes them to the material and gives them a basic understanding of the content (UDL principle 2 and 3). This allows ELL students to improve their understanding of scientific vocabulary and begin to construct meaning to build their understanding of curricular concepts (Alberta Education, 2010, p. 163).

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Scaffolding provides opportunities to bring in supports for ELLs and struggling students through instruction. Providing thoughtful scaffolding results in increased understanding and construction of new learning (Alberta Education, n.d., (a)). Students are introduced to the content through mini-lessons, using a variety of different media. Incorporating visuals, checklists and online access gives ELL students some autonomy if the need to translate information, as well as engage with the content in a different form (UDL principle 2 and 3). The subsequent activities, practice, and assessments are scaffolded to build off of their foundational understanding of the topic. This allows teachers to continually assess how students are accessing the information, as well as specifically address the areas of student need.  

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In addition, flexible groupings are used throughout this unit plan to support ELLs. The use of strategic groups allows teachers to “address learners’ specific needs and allows English language learners the opportunity to work and communicate with a variety of different students” (Alberta Education, n.d., (b)). Using groups encourages students to develop relationships with their classmates and allows students to provide guidance to each other to support learning. Mixed ability grouping is used in this unit plan to provide ELLs and struggling students the ability to interact with students who have different strengths and weaknesses than themselves (Alberta Education, n.d., (b)). This allows the groups to be balanced and provides ELLs or struggling students to use the knowledge of other members in s group (UDL Principle 8 and 9).

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