PROF ED 4 Lesson 1 Module 2

BS-Mathematics (Dr. Emilio B. Espinosa Sr. Memorial State College of

Agriculture and Technology)

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Fritzie Joy Baldon

BSED MATHEMATICS 3

Lesson 1: MAKING SCHOOLS INCLUSIVE

REVIEW
1. What is the difference between mainstreaming and inclusion? Answer in
terms of philosophy, teaching practices, services available and student
placement.
• Mainstreaming share more similarities with inclusion, they both look at
integrating the child with additional needs into a general education setting.
But there are differences between the two, in terms of philosophy, inclusion
is right based: all learners have a right to access quality education that is
available to others, while the philosophy of mainstreaming is
preparatory and integrative: learners are given access to general
education but will need to catch up on skills first. Inclusion used general
education curriculum and a norm-referenced assessment of evaluation,
while mainstreaming used both general education curriculum and a more
individualized curriculum and a norm referenced and strengths-based
assessment of evaluation. Also in inclusion, learners are all same aged, they
are in one class, regardless of ability, and all services happen inside the
general education classroom while in mainstreaming only selected
learners are included in a general education class based on their readiness
instead of their age, and they received services in both the general
education classroom and outside through the use of resources rooms and
therapeutic programs. In addition, the main difference between the two is
that students who are participating in mainstreaming expected to keep up
with the other students in the class with little to no assistance while the focus
on inclusion is to gain social and life skills, even if they don’t make academic
gains.
2. What is differentiation? How different are accommodations from
modifications? When should we accommodate and when do we modify
• Differentiation is a planned curriculum that takes into consideration the
individual needs or interest of the child and is a systematic approach to
planning curriculum and instruction for academically diverse learners. It is a
way of thinking about the classroom with the due goals of honoring each
student learning needs and maximizing student’s learning capacity.
Differentiation means tailoring instruction to meet individual needs and it
focuses on how a child will demonstrate learning. Differentiating instruction
is a teacher’s response to student’s varying needs, interests and learning
styles.
• Accommodations are supports provided to students to help gain full
access to class content instruction, without altering the curriculum standard
and competencies expected and to demonstrate accurately what they know
while modifications are provided for students with significant or severe
disabilities where content expectations are altered, and the performance
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outcomes are changed in relation to what is expected of typically
developing students of the same age. In short, accommodation changes
how students learn the material while modifications changes what a
student is taught or expected to learn.

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 • We use accommodation when we want the student to learn the
knowledge and skills without looking at its disability which means that we
will allow the child to access the same curriculum other students are offered
example is when there is a deaf and mute learner, you can accommodate
them with a sign language interpreter. So we accommodate when the
said way of teaching is still possible with the type of disability a learner
have. But we will use modifications when there is already a severe disability
and it is already impossible for the learner to follow with that way of
teaching for example is in a test, you will allow a fewer items to be
competed or rewording it with simpler language is an example of
modifications.

3. Explain the process of UDL

• Universal design for learning (UDL) provides the opportunity for all the
students to access, participate in, and progress in the general-education
curriculum by reducing barriers to instruction. It is an approach to
teaching and learning that gives students equal opportunity to succeed
and it is about building in flexibility that can be adjusted for every
person’s strengths and needs. You can implement UDL by having a clear
goal, then design a multiple means of representation like video
presentation for subject matter content, next is design multiple means of
action and expression for example is animated digital coaches to help with
comprehension and models of expert performance using differing
approaches, and then design a multiple means of engagement like
creation of voice avatars for digital test presentation , and lastly is
reflecting your design on the student’s outcomes and how they interact
with the goal, supports and strategies.

Reflect
Since UDL is a classroom practice that ensures the participation of
achievement of all types of learners and where the teacher assumes diversity and
uniqueness for all students in the classroom, it’s a must that we will practice
ourselves to make our teaching strategy helpful to the diverse learners.
Assuming that I am a math teacher teaching subtraction, in order for the learners
to pay attention and understand the lesson well, first I need to evaluate their
learnings whether they already have an initial knowledge about subtraction so
that I will know where to start, then after finding out, I need to discuss it in a
various way for example presenting a cartoon video presentation of how to
subtract since any graphical presentation can easily attract the interest of the
children or it will be in a form of song because they can remember it when it is
in that way, other than that instead of using a number in showing how to subtract,
it is better to use object in presenting a number for example a pencil, fruits,
notebooks etc. where they can relate it in their daily life.

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 If my class is composed of 35 students and if one has an official
diagnosed of ADHD and the other might have a learning disability, for those
with ADHD who have trouble paying attention, controlling impulsive behavior or
be overly active, I need to keep an eye to them, it is better for them to be
near with the teacher to immediately

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assess with their needs, one way to handle a person with ADHD when teaching
subtraction is to let him or her perform an activity which can make him or her busy
for example is finding a number inside the classroom that corresponds to his/her
answer, in that case he/she is learning as well as you can keep his/her body
busy, in addition, keeping him/her away to a place like window, door, or with noisy
surrounding which can attract his/her attention is a big help for the child with
ADHD.
In the case of the child with a mathematical learning disability or Dyscalculia
where he/she has difficulty in number related concepts, perform accurate math
calculations, reason, solve problem and perform basic math skills, we can teach
him/her by playing games like dominoes because it can help the child to easily
understand simple math concepts and avoid the child to answer some
worksheets that involve number, it is better to only create visuals related to the
topic to avoid severing the disability of the child.
In creating the universal design for learning in the classroom we should have
a flexible work spaces, this includes spaces for quiet individual work, small and
large group work and group instruction. We can also give them instruments that
they can use for learning like and earplug when someone prefer some quiet mode
or learning. If someone prefer some text material in learning, we will give them an
option for the way of learning that they like. As a teacher that implements the
UDL, we need to be considerate, mindful and patient to the students, giving
them the best support and knowledge should be our top priority.

PRACTICE
Example of UDL lesson plan for elementary level.
Teacher/Instructor: Suicon, Marie Anthonette G.
Subject: Mathematics
Grade: I
Lesson: Patterns and algebra
Lesson objective/s: At the end of the lesson, students are able to:
• identify a repeating pattern
• build a simple number patterns
• continue simple number patterns and determine missing elements
• recognize patterns and applies the commutative property
• relate addition and subtraction facts
Assessment/s: The students will answer a written works related to the
topic like
continuing the number patterns and determining the missing elements.
State standards correlation: comparing and contrasting, analyzing
skills, building
patterns, developing understanding of patterns to compose and decompose
addition.

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Materials/resources: different shape and figures, video and PowerPoint
presentation,
and song for the activity
Preplanning activities: Create a group of 5 and select your own figure
provided by
the teacher then listen to the instruction of the teacher about the pattern to be
made,
whoever group will get the answer will be given and additional points.
UDL Multiple
Lesson Procedure for Teacher Potential means of …
Element Barriers Representation
for Engageme
listening: nt
Expression
Lesson Play a video of Sensory Multiple means of
opening different patterns to issues, Representation:
set the mood of the -Giving
students. Have the too noisy
students reflect on surrounding some handouts to
the video. discuss s. students that prefer
Teacher input Go into the Sight or a text or printed
presentation on hearing material.
different figures and problems, -A voice discussion
shapes and how to see language -Giving
the pattern In order to problem
apply the next or different shapes and
missing terms either in patterns
letter, number or
events. And also
discuss on how to Multiple means of
visualize and find the Engagement:
missing number in an -A simple group
addition or activity
subtraction. -Focused
Guided A board work of Sensory practice
practice applying the missing issues with a precise
letter, number or , feedback
events in a given persona -Individual activity
pattern. Make all the l about the pattern
students participate listening and algebra
as possible. problem
s
Independent Answering individual Writing, Multiple means of
practice worksheet of the learner itself expression:
application of the -a class discussion
patterns in addition where students are
and able to talk with
subtraction. their ideas and
Closure Talk about the Language learning
patterns that we can barrier, - a traditional
see in our surrounding inability paper/pencil test.

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 and its importance to
the people. Open floor to
for general questions communicat
and clarifications. e

Then
explain the activity for
the nest session.

Example of UDL lesson plan for Junior High School

level. Teacher/Instructor: Suicon, Marie Anthonette
G. Subject: Mathematics
Grade: 7

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Lesson: Set Operations: Union, Intersection and Complement
Lesson objective/s: At the end of the lesson, students are able to:
• describe well defined sets, subsets, universal sets, null set and cardinality
of sets
• illustrate the union and intersection and complement of sets and the
difference of two sets
• solve problems involving sets
• Properly use notation for element, subset and proper subset.
• Add and subtract elements in the set.
Assessment/s: The students will answer a written works related to the
topic like determining the union, intersection and complement of a given set
and they will write
their understanding and application in real life situation of the lesson discussed.
State standards correlation: comparing and contrasting, analyzing
skills, solving
skills, developing related ideas to the topic
Materials/resources: different object for representation, illustrations for the
union,
intersection and complement, book, video presentation and PowerPoint.
Preplanning activities: Perform the game of “who’s like me?” where the
students will be divided into two groups and then every time the teacher will say
who like “math”? “Apple”? “Playing”? or other characteristics they will go into
the circle and count who
have similarities and differences, in this case the teacher is able to apply the
main idea of lesson, as well as the student are able to know each other.
UDL Multiple
Lesson Procedure for Teacher Potential means of …
Element Barriers Representation
for Engagement
listening: Expression
Lesson Play a video about Sensory Multiple means of
opening universal sets and issues, Representation:
subsets for the -Giving
students to too noisy
understand the main surrounding some handouts to
point of the lesson. s. students that prefer
Call students to give a text or printed
their own material.
-A voice discussion
understanding -Giving illustration
about the video. for the
Teacher input Discussion of the Sight or
lesson and giving a hearing union,
detailed examples on problems, intersection
how to get the union, language
intersection and problem, and complements
complement of the inactivity - object related
given sets. Use discussion
different object to of the child
represent a set. Multiple means of
Connect it in a real life Engagement:
situations. -A simple group

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 Guided A board work of Sensory activity
practice determining the union, issues -Focused
intersection , practice
personal with a precise
and complement of a listening feedback
given sets. Make all problems, -Individual activity
the students inactivity about the sets and
participate as subsets
possible. of
the child
Independent Answering Writing,
practice learner itself,
individual
worksheet of the
application union, little Multiple means of
intersection and understandin expression:
complement of g -a class discussion
set where students are
addition and able to talk with
subtraction. their ideas and
Closure Talk about sets and Language learning
subsets and barrier, - a traditional
its inability paper/pencil test.
application in real life. - oral exam
Open floor for general to - assignments
questions communicat
and e
clarifications.

Then explain some little

idea for knowledge for
the next session for the
teacher to arouse
the
curiosity of the
learners.

Example of UDL lesson plan for Senior High School

Level. Teacher/Instructor: Suicon, Marie
Anthonette G.
Subject: Mathematics
Grade: 11
Lesson: Mean, Median and Mode

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Lesson objective/s: At the end of the lesson, students are able to:
• Define the mean, median and mode in a word definition.
• Investigate the means to find the mean, median and mode.
• Create their own data set and find the mean, median and mode
• Explain the importance and application of mean, median and mode
Assessment/s: The students will answer a written worksheet related to the
topic for
example is determining the mean, median and mode of the given data and
write a reflection on how the lesson is useful in daily life.
State standards correlation: analyzing skills, solving skills,
developing related
ideas to the topic, application of the learning outcomes in real life situations.
Materials/resources: chart of data, Microsoft excel, a PowerPoint
presentation, book
or any handout, calculator or any solving material and a song
Preplanning activities: the teacher will split the students into three and
give each group of a worksheet with the name of mean, median and mode.
Each group will define the meaning of the topic that they are assigned by
browsing in a book or specific dictionary. Discuss with your group mates
and create an example or
application of your topic. Select 1 or 2 to present it to the class.
UDL Multiple
Lesson Procedure for Teacher Potential means of …
Element Barriers Representation
for Engageme
listening: nt
Expression
Lesson The teacher will play Sensory Multiple means
opening the mean, median and issues, of
mode Representation:
song for the students too -Giving some
to noisy

capture their attention surroundings. handouts to

and show them what students that prefer
they will be learning a text or printed
in material.
today’s discussion

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Teacher input Discuss the meaning Sight -A voice discussion
of mean, median and problem, -Google sheet for
mode and explain how language those who prefer
to find it by writing a problem, using computer.
set of five inactivity
5 numbers and solving
for each. Also explain of the child Multiple means of
that everything in our Engagement:
world has data sets -A simple group
and the use of test activity and
scores to find how well
the class is doing on by partner activity.
average and things -Focused
like house prices for practice
average as well. Ask with a precise
the student If they feedback
know any list that use -Individual activity
data collections and about the mean,
solve for median and mode
it.
Guided Make the students Sensory
practice work with partners and issues,
give them instruction inability Multiple means of
on how to access a to expression:
document with google solve -a class discussion
sheets. Give then an where students are
example of data and values able to talk with
they will find the of a their ideas and
mean, median and long learning
mode on their own. given data - a traditional
Independent Give students review Writing, paper/pencil test.
practice worksheet to do learner - building models
quietly by for the lesson
themselves. itself, little - oral discussion.
Observed each understandin
student and assess g or difficulty
those who still in
difficulty understandin
in g the lesson
understanding

the lesson.
Closure Talk about Language
the barrier,
application of mean, inability
median and mode in
real life situation, and to
explain its importance communicat
in statistics. Open floor e
for general questions
and clarifications.
Then explain
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some little idea for
knowledge for the next
session
in connection
to the topic
that have been
discussed in today’s
session.

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