1. UDL & DIFFERENTIATION By: Miriam Nunez EDU 673

2. UDL “ UDL principles and guidelines are not step-by-step instructions. Instead, they serve as more of a framework or philosophy that can guide educators in developing and executing the goal of making learning more accessible for all students, whether they have learning or physical disabilities or simply like to learn things visually.” (Noonoo,2014,p.20)

3. UDL VS. DIFFERENTIATION DIFFERENCES UDL “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 le arn, and why they learn”. (Pucket,2013) In the UDL framework the teacher anticipates the problems that the students might face during the lecture and for that she has already incorporated modification into the lesson plan. By doing this the teacher has already all the modifications for those students that might need extra help in a assignment before it is even presented. Students in the UDL approach are also able to explore different aspects of the same topic presented. Differentiation “Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.” (n.d,education.cu- Portland.edu) In the Differentiating instruction the teacher uses formative assessments then makes the changes in the lesson plan as the students continue in their learning process. Teachers make constant changes base on the results of the assessments.

4. UDL VS. DIFFERENTIATION SIMILARITIES Both UDL and Differentiation are interrelated to one another as they both have the same interest which is students success by individualizing students needs.. It is a good idea to have both of these approaches because they both provide us with great ideas. UDL allows us to anticipate any problem or difference that may come up while differentiation gives us the opportunity to formally assess all the students which then allows us to see their progress throughout the school year and make modifications based on them.

5. BLENDING UDL & DIFFERENTIATION IN THE CLASSROOM I will blend the UDL and differentiation in my classroom by: 1-Engaging everyone with video, music, outdoors trips, things of their interest and abilities. 2-Providing a variety of methods to instruct and to include all my students in the lecture such as : audio text, one-on-one, iPad, charts, media, books with larger font and many others. 3-Providing options and choices in their daily class routine such as a variety of activities for them to feel in control of their learning. 4-Assessing each students individually to make sure everyone is learning at their pace and understanding all material presented.

6. PRESENTING NEW INFORMATION “ Applying the principles of UDL to the instructional design of story-mapping lesson increases accessibility and removes barriers to engagement and interaction with content.” ( Narkon & Wells, 2013,p.232) I will present information by providing a variety of resources that will support the students learning. Some of the elements that can be presented are making KLW charts, diagrams, small group activities, audio text, exit cards, mapping and many other strategies. I will make sure that the students are comprehending all material presented by encouraging them to express their knowledge in different ways such as presentations, one minute essay, asking questions in a index card.

7. BACKGROUND KNOWLEDGE I will provide options to promote students background knowledge by learning about their cultural and personal beliefs. I will provide a variety of activities for students to feel comfortable and drawn by their interest. This will allow the student to be more successful in the classroom. Explaining why and how things happen also opens the students minds and allows them to understand the changes in the classroom. It also allows them to express and communicate with peers a and teachers about their feelings.

8. MOTIVATING STUDENTS “The third UDL principle, providing multiple means of engagement, incorporates providing options for recruiting interest, sustaining effort, persistence, and self-regulation”. (Narkon & Wells, 2013, p. 233) Motivating students is a very important component in my classroom. Students in my class will be motivated to learn by setting expectations, praising, providing them a sense of autonomy, power, setting goals, options to optimize their learning, visuals, schedules and many more other strategies. As the teacher I will act as a facilitator working based on my students interest.

9. REFERENCES Edutopia. (2010, May 5). Differentiation Instruction Ignites Elementary Learning.[Video File]. Retrieved from http://www.youtube.com/watch?v=AqepSNNjowUDifferentiation Instruction Ignites Elementary Learning. Narkon, D. E., & Wells, J. C. (2013). Improving Reading Comprehension for Elementary Students With Learning Disabilities: UDL Enhanced Story Mapping. Preventing School Failure, 57(4), 231. doi:10.1080/1045988X.2012.726286 Noonoo, S. (2014). 6 ways to engage every learner using UDL: Universal Design for Learning can make your lessons more accessible and your lesson-planning more fun. T H E Journal (Technological Horizons In Education), (11). 20. Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.Differentiating Instruction: A Practical Guide What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom.9n.d). Retrieved from http://education.cu-portland.edu/blog/teaching- strategies/examples-of-differentiated-instruction/http://education.cu-