1. Compare Contrast Jeffery A. Hof EDU 673 Dr. Jamie Worthington Dr. Jamie Worthington 22 June 2015 Week Four Discussion One Universal Design of Learning Differentiation Universal Design of Learning & Differentiation

2. Definition & Historical Context Universal Design of Learning Differentiation Week Four Discussion One Recognize that learners have different Recognize that learners have different levels of academic readiness towards retaining, levels of academic readiness towards retaining, applying and mastering content knowledge. applying and mastering content knowledge. Differentiation is an approach that directly focuses Differentiation is an approach that directly focuses on the individual learner’s educational growth by meeting on the individual learner’s educational growth by meeting the student where they are academically and guiding there the student where they are academically and guiding there learning process from that point forward learning process from that point forward (Hall, Strangman, & Meyer, 2011). (Hall, Strangman, & Meyer, 2011). Carleton Washburne first wrote about differentiation in a scholarly article published Carleton Washburne first wrote about differentiation in a scholarly article published in 1953, where he discussed the need to acknowledge students mature at different stages and in 1953, where he discussed the need to acknowledge students mature at different stages and educators have to change their approach to teaching if mastery was an expectation of students educators have to change their approach to teaching if mastery was an expectation of students (Washburne, 1953). The best known authority on differentiated instruction is contemporary educator (Washburne, 1953). The best known authority on differentiated instruction is contemporary educator is Carol Tomlinson. Dr. Tomlinson explains that the idea of differentiating instruction is an approach to is Carol Tomlinson. Dr. Tomlinson explains that the idea of differentiating instruction is an approach to teaching that advocates active planning for and attention to student differences in classrooms, in the context teaching that advocates active planning for and attention to student differences in classrooms, in the context of high quality curriculums (Puckett, 2013). of high quality curriculums (Puckett, 2013). UDL is a theory that provides a structured framework to guide classroom curriculum, ensuring it is flexible and supportive of all students. The theoretical framework was First developed by Dr. David H. Rose and the Center for Applied Special Technologies (CAST). (Hall et al., 2011). The UDL places an emphasis on encouraging teachers to plan for the widest range of student ability, thus limiting the need to adjust instructional strategies later. (Puckett, 2013). UDL hones in on the preparatory planning cycle by teachers on the process of instructional strategies, methods of instruction, technologies from the beginning rather than retrofitting instruction to accommodate the during the active lesson presentation (Puckett, 2013). Roots of differentiation began in the 1600 with the single room schoolhouse Roots of differentiation began in the 1600 with the single room schoolhouse where eventually learners where categorized by age. Eventually evidence based where eventually learners where categorized by age. Eventually evidence based application provide by Preston Search. Preston focused on teaching practices that application provide by Preston Search. Preston focused on teaching practices that enables students to learn at their own pace without fear of retribution, failure or being enables students to learn at their own pace without fear of retribution, failure or being held back. (Moreno, 2015). held back. (Moreno, 2015).

3. Differentiation Universal Design of Learning Week Four Discussion One Compare & Contrast Principle One: Support recognition learning, provide for multiple and flexible methods of presentation “The What of Learning” “The What of Learning” Principle Two: Support strategic learning, provide for and flexible methods of expression and apprenticeship “The How of Learning” “The How of Learning” Principle Three: Support affective learning, provide multiple and flexible options for engagement of learners “The Why of Learning” “The Why of Learning” BEFORE DURING Contrast Compare (Hall et al., 2011). Layer One: Understanding of best Layer One: Understanding of best teaching practices, and indepth knowledge teaching practices, and indepth knowledge of differentiation aspects ( respectful tasks, of differentiation aspects ( respectful tasks, quality curriculum, teaching up, flexible grouping, quality curriculum, teaching up, flexible grouping, continual assessment, building communities) continual assessment, building communities) Layer Two: Adjusting to curricular Layer Two: Adjusting to curricular elements, can a teacher differentiate elements, can a teacher differentiate (content, process, product, affect, learning environment). (content, process, product, affect, learning environment). Layer Three: Adjust to varied characteristics that students bring to the Layer Three: Adjust to varied characteristics that students bring to the classroom ( readiness, interest, learning profile). classroom ( readiness, interest, learning profile). Layer Four: Adaptive instructional strategies, create a portfolio of options that Layer Four: Adaptive instructional strategies, create a portfolio of options that can be used at a moments notice to accommodate the learner where they are in any can be used at a moments notice to accommodate the learner where they are in any given snap shot in time during the active learning process. given snap shot in time during the active learning process. (Puckett, 2013).

4. Week Four Discussion One Presentation of new information The presentation of new information is uniformly aligned with the availability of materials, resources and technology all necessary to achieve the lesson goals and outcomes. (Puckett, 2013). Teachers using the UBL concept would deliberately preplan in the lesson Planning cycle the required material and resources such as textbook, manipulative package, computers. Using the differentiated instructional strategy a lesson plan is developed to ensure there is an initial template of material, resources and technology. A broader portfolio of presentation options need to be available for differentiated instruction if the needs of individual learners are to be met “where they are” on a given day. This is not saying that more resources need to be available but rather teachers need to have a more vivid imagination to apply the fullest potential of all given material, resources or technology. Example, using post-it poster paper and being able to draw multiple modeling anchor harts, each modeling chart will resonate with different learners in achieving content knowledge mastery. IN this example the material needed was one block of post-it poster paper, but the use there of by the teacher supported first and second layer of differentiated instruction. Universal Design of Learning Differentiation

5. Week Four Discussion One Exhibit mastery of prior knowledge Differentiation Universal Design of Learning It is a more fluid process It is a more fluid process determining the mastery of prior knowledge using the differentiated instructional strategy. Accepting and knowledge using the differentiated instructional strategy. Accepting and appreciating the essential aspect of appreciating the essential aspect of differentiation in that learners process differentiation in that learners process knowledge for authentic use at differing stages knowledge for authentic use at differing stages in the learning cycle, continual formative assessments in the learning cycle, continual formative assessments gage the retention of content mastery. gage the retention of content mastery. There is more structure aligned with the UDL theory, so the process to assess content knowledge mastery is through formative and curriculum based summative assessments. Teachers are tasked with developing multiple structure approaches to assess learners through the use of scoring rubrics (Puckett, 2013), Additionally self assessment and reflection that is part of self regulating is part of measuring prior knowledge mastery (use of student journals, charts, and reflective templates) and reflective templates) (Puckett, 2013) (Puckett, 2013)

6. Week Four Discussion One Intrinsic or Extrinsic Motivation The depth of curriculum content learning options presented to learners increases interest. When a students interest in peaked then the intrinsic motivation to delve into the subject matter naturally evolves (Moreno, 2015). Example: Allowing the students to choose subtopics options within a main lesson theme. This technique fosters active participation in the learning process by tapping into the learners inherent curiosity to learn about a personally chosen topic. (Moreno, 2015) The UDL guideline that focuses on promoting expectation and beliefs that optimize motivation (Guideline 9:1) can serve as both an extrinsic and intrinsic motivator. Announcing student expectation challenges the learner to accept the intended lesson goals and outcome which is extrinsic motivation. When the teachers guides the learner define their own personal learning goals or outcome the student now has ownership of his/her learning and is more apt to apply intrinsic motivation.

7. Week Four Discussion One Reference Hall, T., Strangman, N., & Meyer, A. (2011, January 14). Differentiated instruction and implications for udl implementation. Retrieved from http://aim.cast.org/sites/aim.cast.org/files/DI_UDL.1.14.11.pdfhttp://aim.cast.org/sites/aim.cast.org/files/DI_UDL.1.14.11.pdf Moreno, S. (2015). Differentiated instruction: strategies for English language learners listening comprehension development (Master's thesis). Retrieved from http://vc.bridgew.edu/theses/14/ http://vc.bridgew.edu/theses/14/ Puckett, K. S. (2013). Differentiating instruction: a practical guide. San Diego, CA: Bridgepoint Education. Washburne, C. W. (1953). Adjusting the program to the child. Educational leadership, 11(3), 138-147. Tomlinson, C., Britt, S. (2012). Common core state standards: Where does differentiating fit? ACSD. [Video File]. Retrieved from http://www.ascd.org/professional- development/webinars/tomlinson-and-britt-webinar.aspxCommon core state standards: Where does differentiating fit? ACSD.