Margaret M Flanagan EDU620: Meeting Individual Student Needs With Technology (NME1522A) Professor: Gina Conner July 6, 2015

 A set of principles for curriculum development that give all individuals equal opportunities for learning (CAST, 2013)  Universal design for learning allows for a blueprint of creating instructional goals, methods, materials, and assessments that work for everyone; not a single one- size-fits-all solution, but a flexible approaches that could be customized and adjusted for the needs of the individual (CAST, 2013)

 Learning used to be an attempt at the one-size-fits-all  One room school houses where everyone had to learn the same material at the same time  Those who did not master the material would be left behind to struggle  Evolution of learning and the study of learning revealed that different people learn differently (PBS, 2014)

 General framework: modern research from the learning sciences: cognitive science, cognitive neuroscience, neuropsychology, and neuroscience (CAST, 2012)  Identified the variance of human learning and the range (CAST, 2012)  Then the 3 basic stages were articulated that addresses pedagogy for individual differences (CAST, 2012)  For each category, extensive reviews were done for the specific practices that are most effective in instruction (CAST, 2012)

 Partnership between students, teachers, and parents  Creating a positive classroom environment so that emotional, physical, and social changes can be noticed (Committee for Children, 2014)  Employs different techniques so that the material is presented and absorbed by the most number of students possible

 The teacher is clear about what is important in subject matter.  All students participate in respectful work.  The teacher understands, appreciates, and builds on students’ differences.  Assessment and instruction are inseparable.  The teacher adjusts content, process, and product in response to students’ readiness, interests, and learning profile.  Students and teachers are collaborators.  The goals of a differentiated classroom are maximum growth and individual success.  Flexibility is the hallmark of a differentiated classroom.  (Tomlinson & Allan, 2000)

 Engage past learning: DO IT NOW to engage prior learning  Discuss results of the class in order to know where to adjust the beginning of knowledge  Employ critical thinking by presenting a business plan that is excellent and one that is less than stellar in order to compare and contrast what would make a good business plan versus what is not so that they can use a model to develop their own work

 Students will develop projects based on their critical analysis and their creativity  Students will present their business plans to educate others about what they are passionate and interested about in developing their own business  Constant cycle of teaching and developing ideas in students so that they can teach others

 Berkas, N., & Pattison, C. (2008, April). Differentiated instruction and universal design for learning. Retrieved from  CAST. (2014). About UDL. Retrieved from  CAST. (2014). Research evidence. Retrieved from  Gardner, H. (1983). Multiple intelligences theory. Retrieved from  Tomlinson, C., & Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD.