Work Placement at Surrey Square Primary School - Essay Example

The flexible strategies in UDL were incorporated into the school curriculum during the development in order to allow all the pupils to get into a wide range of learning. The school is situated in a modern society where the classrooms are more diverse than before (Richard & Debbie, 2011). The classrooms contained pupils from diverse ethnic, economic, and linguistic backgrounds. Together with my colleagues, I was confronted with the challenge of teaching pupils with disabilities, learners who are culturally and linguistically diverse.

To be in conformity with the laws, policies, and practices in the education sector, I was required to make education more convenient for time-pressed students, more comfortable for pupils from diverse backgrounds, and more flexible for children having different learning styles. The UDL framework utilized helps in making course concepts accessible and to accommodate all the learners regardless of their abilities (Richard & Debbie, 2011). The strategy created an environment that supported the creation of curricula accessible to all pupils through careful planning and design.

The principles in place reduced the barriers to learning while it supported differentiated instruction. The school curriculum was designed to represent information in multiple ways, engage the learners in multiple ways, and comprising of multiple means of expression. The instructional design used in the lesson ensured that widely diverse learners were considered in the classrooms while different options were integrated to support learners’ differences from the beginning. An emphasis on the UDL principles was able to eliminate unintentional build barriers by way of instruction design.

The technology was used in the school as a tool to support teaching and learning. The technology created an opportunity for the entire teaching staff to customize education for instance with the use of digital texts to meet individual needs. The use of technology was a vital teaching tool since it fostered the development of thinking skills and also bolstered understanding (Richard & Debbie, 2011). However, some problems such as time factor, the irrelevancy of course content, and malfunctioning were witnessed due to poor ICT integration in the school curriculum.

The instruction used in the classroom lesson was made possible with the help of technology to enhance whole-class learning and teaching. The pupils were given diverse learning options which make the learning experience meaningful and motivating.  As a teacher in my work placement, I was responsible for providing well-designed instruction which included all the learners with diverse educational needs. The wide diversity of the pupils admitted to the primary school heightened the need for inclusionary practices coupled with instructional needs capable of meeting the compelling and oftentimes complex needs of the full range of pupils attending the schools.

Being given a role as a subject leader, I ensured that we work enthusiastically with my colleagues to ensure that pupils had exciting experiences. The lessons were well planned with the lesson objectives being clearer allowing the pupils to settle quickly to work (Hall, Meyer & Rose, 2012). The explanations were succinct and efficient and hence the key messages were gotten across very efficiently. As a result, the pupils were able to show stronger moral and social development.