Answer

Designing and Differentiating Instructional Activities

Effective teaching involves recognizing the differences in the capabilities of the students and making instructional choices that meet the needs of every student. It then requires that the instructor capitalizes on the learners’ strengths and interests while assisting them to become professionals and realize their learning objectives. Therefore, it is critical for learning assessments to align with learning objectives and the instructional strategies. Furthermore, through such alignment, they reinforce one another and support student development. The primary task of the instructor, therefore, is to get the students to engage in those learning activities that propel them toward achieving the intended outcome. This is because learners’ actions are more important than the teachers, making them central in the learning process.

Therefore, my instructional choice in the lesson plan meets the learners’ different needs and interests in different ways. Necessarily, categorizing the students on different levels, that is, below grade level, at grade level, and above grade level, it becomes easier to address the particular needs at every step. Although every student’s goal is to learn and work on the grade level, the reality reveals that some students are likely to be successful with complex texts while others struggle with the basics of ideas and concepts raised (Little, 2018). Therefore, having different instructions helps in formulating different ways for every learner to be progressive in learning. The different directions also help the students work at their cognitive level. It is common to see teachers ignoring the cognitive ability of students, making them get far behind the class with an evident inability to catch up.

Specialized experts are useful in the learning process, especially for the development of the lesson plans. At this stage of the learning process, the lesson plan’s development should consider the strengths, weaknesses, interests, and expected outcomes of the learning process (Pereira-Santos et al., 2019). Therefore, the purpose of the experts in developing lesson plans is to help the regular education teacher incorporate the needs of the individual needs students within the classroom. Besides, the collaboration at the planning stage is essential for the adequate capture of every student’s background, interests, and strengths, which then guides the teacher on the choice of instruction strategies (Tichenor & Tichenor, 2018). It further provides an opportunity for the teachers to feel confident about their contribution toward meeting the learners’ most dynamic needs. Subsequently, through collaboration, specialized experts and regular educators improve the school’s performance.

This information will remain instrumental in my future practice since the success of the learning process depends on the teacher’s strategies to assist every student in achieving their objectives. I will use this information to develop the qualities of an inclusive teacher, including coordination and organization, patience, acceptance, adaptability, intuitive, and creative (Opfer et al., 2016). These qualities then become critical in developing inclusive learning for the classroom, irrespective of the underlying differences. After the pre-assessment, the differences will become explicit. However, as a teacher with this experience, I will embrace a collaborative approach, where I partner with the specialized experts in developing an all-inclusive lesson plan for inclusive learning within the classroom.

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