1. Differentiated & UDL Instruction Timothy Clipse EDU 673 Instruct. Strat. For Differentiated Teach & Learn Instructor: Alan Belcher 06/04/2015

2. Compare and contrast the two concepts: UDL and Differentiated Instruction are similar in the way that they create learning environments that are beneficial for students’ achieving growth and success. They both ensure that all students receive equity when it comes to learning opportunities. Differentiated Instruction ensures that students have the same materials to learn from, and the teacher will determine the approach to take in presenting that material and focuses on how it is taught. UDL incorporates different strategies in focusing on the actual materials being taught, by foreseeing obstacles that need to be adjusted or removed so students are able to achieve success with curriculum.

3. Explain how you envision blending the concepts in your current or future classroom: In my future classroom I will use a strategy for teaching by blending Differentiated Instruction with Universal Design for Learning. Koh & Ling write, “The instructor designed a variety of projects to cater to the needs of students with different efficacy profiles.” (Koh & Ling, 2006 ) I also hope to nurture and cater to the students’ individual styles of learning and needs. I will make sure that I understand each student’s learning styles, and adjust the curriculum accordingly. Then I will form a classroom environment to make learning engaging for students.

4. How you will present new information: I will present new information with instructional tools and technology. Students will utilize the versatility of an iPad in my classroom. I will use them to assign homework and new materials necessary for success in my class. I will also have strategic groups that will enable students to discuss new information.

5. How students will demonstrate their prior background knowledge: I will give students quizzes that will assess their prior knowledge of material. Hall and Winifred write, “The teacher can enhance (or hinder) the process of constructing interpretations of out experience.” (Hall, Winifred, 2004, P. 5) These assessments will be formative in nature and will help me assess what current level the students have attained. Then I will adjust the course to suit the students.

6. Your strategies to engage and motivate students: I will assign a student in each of my groups to teach the class one day a week. This strategy will ensure that students are engaged in my class. I will also allow students to collaborate with other on when they are ready to take tests. This will ensure that every student is confident that they know the material on the tests and are motivated to take them.

7. Reference Hall, Kathy, and Burke, Winifred M.. Making Formative Assessment Work : Effective Practice in the Primary Classroom. Maidenhead, GBR: McGraw-Hill Education, 2004. ProQuest ebrary. Web. 4 June 2015. Koh, J. H., & Ling. (2006). Motivating students of mixed efficacy profiles in technology skills classes: A case study. Instructional Science, 34(5), 423-449. doi:http://dx.doi.org/10.1007/s11251-006-0001-3