Running Head: SUPPORTING ARTICLE REVIEW 1

Assignment 3: TPE Domain D

Artifact #3: Supporting Article Review

Heather Martinez

National University

In partial fulfillment of the requirements for

TED 690−Capstone Course

Carol M. Shepherd, Ed.D.

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Abstract

This paper contains a review of An Inquiry Based Instructional Planning Model that

Accommodates Student Diversity by Cheryl M. Jorgensen and includes personal reflection on

how the information contained within the article relates to planning instruction.
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The act of planning instruction is a fundamental aspect of the educational profession.

Whether the planning is long-term or short-term, covers a unit or a single lesson, the

effectiveness of a teacher’s ability to plan is reflected in the success of their students. This

planning process is sometimes challenged by our increasingly diverse student population. In a

single class, a teacher may have multiple English-language learners, students with emotional

difficulties or behavioral challenges, and students with educational disabilities, along with a

variety of cultural backgrounds. While there are many strategies and techniques available

through research and scholarly literature, it can be difficult for “even the experienced teacher …

to incorporate into her practice the best of what’s known about effective instruction for all

students.” (Jorgensen, C.M., 2005, p. 1)

In An Inquiry Based Instructional Planning Model that Accommodates Student Diversity,

Cheryl Jorgensen reviews a model of instructional planning “that is anchored in the values of

inclusive classroom community and is supported by a solid research base.” (Jorgensen, C.M.,

2005, p. 2) The article begins with an overview of a project-based learning experience in a high

school classroom. Over the course of several lessons, the teacher utilizes a variety of

instructional methods, such as “whole class lecture, Socratic dialogues, individual library or

Internet research, small group discussions, guest presentations, and hands-on activities.”

(Jorgensen, C.M., 2005, p.3) The instructional planning model utilized in this example

incorporates both guiding principles and instructional practices, differentiating “between what

teachers do while they are planning versus what they think about when planning.” (Jorgensen,

C.M., 2005, p. 4)

The guiding principles of this instructional planning model are founded in the belief that

all students are capable of academic success when provided with proper accommodations and
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adaptations. Research has shown time and again that teachers who vary their instructional

strategies and assessment techniques find that their students have greater success. The actual

planning of the lesson, according to the model featured in the article, involves translating

academic standards into essential questions which can be formatively assessed through

performance-based exhibition. Taken together, these steps create functional instructional units

which meet academic standards, while also increasing students’ ability to connect with new

material, relate it to their own lives, and explore the practical application of their new

knowledge. On-going formative assessment allows the teacher to continually explore their

effectiveness and re-teach accordingly throughout the unit.

The author asserts that following this process minimizes the amount of additional

accommodations teachers will need to make for individual students, due to the inherent

differentiation included in the planning. However, the final stage of this model involves

providing individual supports to exceptional students. These supports “are grouped in four

categories: a) physical, emotional, and sensory; b) materials and technology; c) instruction; and

d) standards and assessment.” (Jorgensen, C.M., 2005, p. 10)

I approach instructional planning with the same guiding principles reflected in the article.

I firmly believe that any and all students are capable of success, when provided with

understanding and support. This belief is reflected in my multidimensional curriculum creation. I

strive to incorporate a variety of learning activities to better connect with the various learning

modalities present in every classroom. Additionally, the final step in this instructional planning

model is reflected in two of the goals in my long-term professional development plan, both of

which involve increasing my ability to support students with exceptional needs.

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References

Jorgensen, C.M. (2005). An inquiry based instructional planning model that accommodates

student diversity. Retrieved from:

https://scholars.unh.edu/cgi/viewcontent.cgi?article=1106&context=iod