Engagement, Representation, and Action and Expression:

Planning Inside Out

        On the topic of teaching students with disabilities or students labeled as diverse learners, I often think about how I can modify my teaching to accommodate learning for all. But perhaps this way of thinking is backwards. When we modify, we adapt to the capabilities of the child, and in doing so, we put limitations on students by defining what they cannot do. However, what if we could avoid these limitations by beginning with what all students can do?

There is no typical child. There is no typical diverse learner. We can make predictions as too how certain children of a certain age in a certain environment might learn best but every child is human, and it is a part of human nature to be different. In these respects, not only do our diverse learners need “accommodations” but also do all children. If we are to maintain a positive growth mindset, we need to move away from the fixed mindset that only a select few students are in need of ‘help’.

As a novice teacher, our experience of lesson planning is heavily influenced by our undergraduate training and student teaching experience. We create lessons that are based on theoretical classrooms with theoretical learners. We are trained to anticipate various modifications for the typical diverse learner. While this is advantageous to developing the fundamental skills to being a teacher, it can also stifle good teaching practices. As I have heard teachers say before, “I rather not know the limitations of my students when they first walk into my room.” The overall sentiment being that as teachers, we become so bogged down by IEP’s that we lose focus of our student, or worst, our class.

However, if we start by using the best practices for our classroom, or plan inside out, we can overcome this teacher paralysis caused by accommodations and modifications. Which brings me to three points to consider when planning: Engagement, Representation, and Action and Expression. As laid out by the Universal Design for Learning, these three attributes contribute to a classroom that is inclusive to all by allowing for a holistic learning experience.

Provide multiple means of engagement

What will make this activity interesting for my students?

Provide multiple means of representation

How will my students take in this activity?

Provide multiple means of action and expression

How will my students participate in this activity?

This approach places every student on the same level by taking into account that all students are unique learners. When all is said and done, no two students learn alike, and therefore, effective teaching is teaching that can be for all.