UDL & DIFFERENTIATION LEARNING STYLES BY ASHLEY WALKER

WHAT IS UDL UDL CAN BE DEFINED AS “A SET OF PRINCIPLES FOR CURRICULUM DEVELOPMENT THAT GIVES ALL INDIVIDUALS EQUAL OPPORTUNITIES TO LEARN (CAST, 2012)” UDL PROVIDES A BLUEPRINT FOR CREATING FOUR MAIN GOALS 1.METHODS 2.INSTRUCTIONAL GOALS 3.MATERIALS 4.ASSESSMENTS THESE BLUEPRINTS SHOULD WORK FOR EVERYONE INSTEAD OF PUTTING THEM IN THE ONE SIZE FITS ALL MODEL.

IS UDL NECESSARY UDL IS NECESSARY BECAUSE EVERY STUDENT BRINGS SOMETHING DIFFERENT WHEN IT COMES TO LEARNING. FOR EXAMPLE DIFFERENT SKILLS, NEEDS, AND INTERESTS. UDL FRAMEWORK IS GROUNDED WITH 3 PRINCIPLES 1.MULTIPLE MEANS OF REPRESENTATION-USING DIFFERENT METHODS TO PRESENT INFORMATION 2.MULTIPLE MEANS OF ACTION AND EXPRESSION- PROVIDING STUDENTS WITH ALTERNATIVE WAYS TO ACT SKILLFULLY AND DEMONSTRATE WHAT THEY KNOW 3.MULTIPLE MEANS OD ENGAGEMENT- TAPPING INTO STUDENTS INTERESTS BY OFFERING CHOICES OF CONTENT AND TOOLS.

WHAT IS DIFFERENTIATED LEARNING “TO DIFFERENTIATE IS TO MAKE DIFFERENT, DISTINCT, OR SPECIALIZED. DIFFERENTISTION HAS BECOME POPULAR IN EDUCATION AS INSTRUCTIONAL PHILOSOPHY AIMED AT EQUITABLY MEETING THE LEARNING NEEDS OF ALL STUDENTS IN THE CLASSROOM (AKOS, 2007).” DIFFERENTIATION CAN BE DEFINED AS MEETING STUDENTS AT THEIR CURRENT LEVEL OF READINESS AND THEN PLANNING INSTRUCTION AROUND INDIVIDUAL NEEDS. WHEN COMBINING THESE TWO THEORIES CLASSROOM INSTRUCTION BECOMES ENGAAING DYNAMIC AND INCLUSIVE. “ UDL IS BUILT ON THE PREMISE THAT THERE IS NOT ONE KIND OF LEARNING. LEARNING DIFFERS ACROSS TASKS, ACROSS DEVELOPMENT, AND AMONG INDIVIDUALS (MARYLAND STATE DEPARTMENT OF EDUCATION, 2011)”

SIMILARITIES RECONGNIZES THE REALITY OF CLASSROOM DIVERSITY IDENTIFY AND ARTICULATE CLEAR LEARNING GOALS BEFORE DEVELOPING METHODS, MATERIALS AND ASSESSMENTS PRODUCTS TO PROVIDE STUDENTS WITH THE SAME QUALITY EDUCATION OFFER A REFLECTION OF INDIVIDUAL STUDENTS NEEDS RATHER THAN FORCING THE STUDENTS TO CURVE TO A SET CURRICULUM HIGHLIGHT STUDENT GROWTH WITH LEARNING USING SUITABLE INSTRUCTIONAL MATERIALS AND THE TEACHER MAKING ADJUSTMENTS

DIFFERENCES THE MAIN DIFFERENCE IS CHARACTERIZED BY WHEN AND HOW THE NEEDS OF THE INDIVIDUAL STUDENT WILL BE ADDRESSED. DI ALLOWS FOR TEACHERS TO MODIFY THEIR CURRICULUM AS NEEDED WHEN A STUDENT IS STRUGGLING. WHERE UDL EMPHASIZES ADDRESSING A STUDENTS NEEDS AT THE START OF THE CURRICULUM DEVELOPMENT. ALSO UDL WANTS STUDENTS TO BECOME MORE INDEPENDENT WITH THE TOOLS OF LEARNING. UDL WANTS STUDENTS TO HELP THEMSELVES BY UNDERSTANDING THEIR OWN LEARNING NEEDS WHICH LESSON THE TEACHERS NEED TO CHANGE OR MAKE MODIFICATIONS AFTER A PERIOD OF TIME.

HOW TO INCORPORATE UDL & MOTIVATION IN MY CLASSROOM I PLAN TO USE A VARIETY OF MATERIALS –FOR EXAMPLE VIDEOS, POWER POINT, E-BOOKS, PODCAST, AND ONLINE RESOURCE. THESE MATERIALS WILL HELP TO PRESENT AND ILLUSTRATE AND REINFORCE NEW CONTENT. A STRATEGY THAT I WILL USE TO ENGAGE AND MOTIVATE MY STUDENTS WOULD BE TO HAVE STUDENTS DO ROLE PLAY OF EVENTS IN HISTORY TO HELP GIVE THEM A BETTER UNDERSTANDING OF THE PEOPLE AND TIME PERIOD IN WHICH THEY ARE STUDYING. ALSO I’LL ALLOW MY STUDENTS TO CHOOSE THEIR CHOICE OF LEARNING CONTEXT, WEATHER THEY WANT TO WORK IN A GROUP, PAIRS, DO FIELD WORK, OR WORK INDIVIDUALLY.

PRIOR BACKGROUND KNOWLEDGE

REFERENCES AKOS, P. A. (2007). DIFFERENTIATING CLASSROOM GUIDANCE. PROFESSIONAL SCHOOL COUNSELING,10(5), 455. PUCKETT, K (2013). DIFFERENTIATING INSTRUCTION: A PRACTICAL GUIDE. BRIDGEPOINT EDUCATION: SAN DIEGO, CADIFFERENTIATING INSTRUCTION: A PRACTICAL GUIDE MARYLAND STATE DEPARTMENT OF E.(2011). ROUTE FOR EVERY LEARNER: UNIVERSAL DESIGN FOR LEARNING (UDL) AS A FRAMEWORK FOR SUPPORTING LEARNING AND IMPROVING ACHIEVEMENT FOR ALL LEARNERS IN MAARYLAND, PREKINDERGARTEN THROUGH HIGHER EDUCATION. MARYLAND STATE DEPARTMENT OF EDUCATION. HALL, T., STRANGMAN, N., & MEYER, A. (2011, JANUARY 14). DIFFERENTIATED INSTRUCTION AND IMPLICATIONS FOR UDL IMPLEMENTATION.RETRIEVED FROM INSTRUCTION AND IMPLICATIONS FOR UDL IMPLEMENTATION.