UDL &DIFFERENTIATION Keyona Lewis EDU 673 Instructor Analisa Smith March 28, 2015

COMPARISONS BETWEEN UDL AND DIFFERENTIATED INSTRUCTION Help all students achieve successfully Provide each students with the same high quality instruction content UDL supports differentiation, as it states that all learners differ greatly in what they learn, how they learn and why they learn (Hall, Meyer, & Rose 2012) Highlight students growth in learning Assess students progress to modify instruction if needed

CONTRASTS BETWEEN UDL & DI Based om research in the learning sciences, the Universal Design for Learning (UDL) is a promising framework that seeks to deal with learner variability by offering multiple means of representation, multiple means of action and expression. UDL provides a framework enabling teachers to design and deliver planned classroom activities that maximize both accessibility and learning outcomes (Hall, Meyer & Rose, 2012). DI is an approach that recognizes the strengths and weaknesses of diverse learners and requires the teacher to base instructional accommodations on students strengths and weaknesses. DI allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes tailored to students learning needs (Hall, Strangman, &Meyer, 2003).

BLENDING UDL AND DI Include students in learning objectives Make learning fun through play and hands on activities Embrace technology Effective communication Making students accessible to material at their level Group projects Incorporating visual and audio in lessons Providing interest centers that encourage students to explore Offer support to struggling students

NEW INFORMATION Have students participate in group discussions Encouraging students to utilize the web and their local library Analyzing students prior knowledge after a brief lecture by allowing the students to write a short narrative essay Visual and audios such as power points, podcasts, videos etc. Case studies Incorporating music and role play Provide cognitive support

PRIOR KNOWLEDGE Writing Discussions Answering questions Definitions

MOTIVATING STUDENTS Incorporate technology in the classroom Praise students when they are successful; Positive learning environment Encourage problem solving and critical thinking Modify lessons to ensure students success Reasonable classroom expectations

REFERENCES: Dalton, E. M., & Brand, S. T. (2012). The Assessment of Young Children through the Lens of Universal Design for Learning (UDL). Forum on Public Policy Online, 2012(1). CHITA-TEGMARK, M., GRAVEL, J.W., SERPA M, DOMINGS Y, ROSE D. Using the Universal Design for Learning Framework to Support Culturally Diverse Learners. Journal of Education [serial online]. January 2012; 192(1): 17.