1. Universal Design of Learning By: Chevela Greenway Instructor: Christie McClendon Differentiating Instruction 673

2. Universal Design for Learning (UDL ) Is a framework for flexible learning environments that ensures all students have access to the same curriculum and learning opportunities as their peers. UDL accommodates learning differences by encouraging teachers to plan ahead for the widest range of student abilities, minimizing the need for adaptations later on. UDL supports differentiation, as it states that all learners differ greatly in what they learn, how they learn, and why they learn. The process by which goals, methods, materials, and assessments address individual differences from the beginning, rather than retrofitting or adapting after problems become evident. Instead of trying to "fix" the students, UDL attempts to change the curriculum by reducing unintentional barriers that are irrelevant to the goals of learning while balancing supports and challenges. This definition highlights the essential elements of inclusive practice, explained in three UDL principles: to provide multiple means of representation of content, multiple means of action and expression, and multiple means of engagement throughout the curriculum. These principles are supported by nine guidelines that serve as the basis for building flexibility, as well as checkpoints within each guideline. Puckett, K (2013). Differentiating Instruction:A Practical Guide. Bridgepoint Education: San Diego, CA.

3. Differentiation is a form of inclusive practice; the attitudes, approaches and strategies that ensure that all students feel equally valued and are not excluded or isolated from the learning environment because of differences in learning styles, abilities, or backgrounds. In differentiated classrooms, teachers begin where the students. Learners differ. Differentiation provide specific ways for each student to learn as efficiently as possible, without assuming one student's best way to learn is the same as another's. Differentiated instruction is a method of teaching that involves matching learning styles with abilities. Differentiation instruction it is inclusive of many strategies and techniques that best suit a class of students at any one time. Differentiated instruction is a teaching theory based on the idea that there are multiple types of intelligence and many different preferred methods of processing information. Differentiation

4. The differences between differentiated instruction and UDL are the underlying precepts. Differentiated instruction recognizes that students come to class with varying background of language, preferences, readiness, and knowledge. To accommodate these differences, instruction in the classroom is multi-faceted with many different avenues to facilitate learning Universal Design for Learning (UDL) is similar to differentiated instruction as both offer instruction in multiple formats while UDL supports three primary systems of learning: 1) Recognition systems in the brain that identify objects and patterns, 2) Strategic systems that instruct us how to do things, and 3) Affective systems that determine motivation and what is important. UDL and DI share positive similarities, they also share some differences. The main difference between UDL and DI is considered when and how the needs of an individual student will be addressed. For example, when individual concerns of the student arise, teachers who practice DI principles will adjust their curriculum to help facilitate the student’s needs. This could occur at any period during instruction. However, UDL highlights the importance of addressing student’s needs at the start of curriculum development. As a result, modifications to instruction, materials, etc. can be made at the beginning of the lesson to address the various needs of learners. Compare and Contrast UDL and Differentiation

5. The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjust the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum. Many teachers and teacher educators have recently identified differentiated instruction as a method of helping more students in diverse classroom settings experience success. UDL begins with an introduction to differentiated instruction in which we provide the definition, a sampling of considerations and curriculum applications, and research evidence for effectiveness. UDL is a theoretical approach that is based on research from the neurosciences and effective teaching practices. This portion develops an understanding of UDL and proceeds to identify the theoretical and teacher practice level Examples of implementation below: a)Curriculum-State and Local Standards and Benchmarks b)Student-Readiness/ability/interest/talents. Learning profile prior knowledge. c)Pre-Assessment d)Content- What teacher plans to teach. e)Process- How teacher: 1.Plans instruction 2.Whole class 3.Groups/pairs Blending UDL and Differentiation Instruction

6. f). Product- Assessment of Content g). Summative Evaluation Blending UDL and Differentiation Instruction (cont.)

7. In order to gauge how much students have learned, it is not enough to assess their knowledge and skills at the end of the course or program. We also need to find out what they know coming in so that we can identify more specifically the knowledge and skills they have gained during the course or program. Students come to the classroom with a broad range of pre-existing knowledge, skills, beliefs, and attitudes, which influence how they attend, interpret and organize in-coming information. How they process and integrate new information will, in turn, affect how they remember, think, apply, and create new knowledge. Since new knowledge and skill is dependent on pre-existing knowledge and skill, knowing what students know and can do when they come into the classroom or before they begin a new topic of study, can help us craft instructional activities that build off of student strengths and acknowledge and address their weaknesses. There are several different methods to assess pre-existing knowledge and skills in students. Some are direct measures, such as tests, concept maps, portfolios, auditions, and others are more indirect, such as self-reports, inventory of prior courses and experiences. What Our Students Know

8. I envision teaching lessons in new and creative ways that will help students. Using creative teaching methods to present new lessons in the classroom. There are many ways to present instruction. The introduction of the subject provides interest and motivation to the students. It focuses students' attention on the lesson and its purposes. It also convinces students that they will benefit from the lesson. Creative teaching methods allow you to break up the monotony and create a more engaging learning environment. Teaching lessons in new and creative ways will help students retain the information you are trying to teach. Cognizance that learners differ in the ways that they perceive and comprehend information that is presented to them. Language or cultural differences, and so forth may all require different ways of approaching content. Presenting New Information

9. Instruction is concept-focused and principle-driven. The instructional concepts should be broad-based, not focused on minute details or unlimited facts. Teachers must focus on the concepts, principles and skills that students should learn. The content of instruction should address the same concepts with all students, but the degree of complexity should be adjusted to suit diverse learners. Daily Strategies a)Be Accessible- As a 21 st century teacher I have the potential of being the most influential person in the classroom. b)Be Communicative- Effective teaching strategies that result in motivating students are praising and rewarding students for participating. Communicate your expectations to your students and how you think they can succeed. c)Be Challenging- Students who feel like their expected classwork is far too below their capabilities or far too above their capabilities likely are not your motivated students. I plan to strive to be challenging in all aspects by giving class assignments that are just a bit above your student's current ability. Presenting New Information (cont)

10. Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.Differentiating Instruction: A Practical Guide Edutopia. (2010, May 5). Differentiation Instruction Ignites Elementary Learning.[Video File]. Retrieved from http://www.youtube.com/watch?v=AqepSNNjowUDifferentiation Instruction Ignites Elementary Learning. http://www.youtube.com/watch?v=AqepSNNjowU Medialogy. (2011). Udl & differentiated learning. Retrieved from http://medialogy.weebly.com/udl--differentiated-learning.htmlUdl & differentiated learning. Reference