1. EDU 673: Instruction Strategies for Differentiated Teaching & Learning Ava Perry Universal Design for Learning & Differentiation

2. UNIVERSAL DESIGN FOR LEARNING Universal Design for Learning (UDL) is a framework for flexible learning environments that assure that students receive the same curriculum and learning opportunities as their peers (Hall, Meyer, & Rose, 2012 as cited in Puckett, 2013). The UDL theory strongly believes in breaking down student learning barriers. Using this theory, teachers focus more on appropriate practices and supporting challenges of students. Teachers set high expectations for all students. “UDL as an important and well-founded framework that supports accessible and effective learning for a wide diversity of learners” (Dalton & Brand, 2012, p. 12).

3. DIFFERENTIATION Differentiation can be defined as three components which include what is being taught, how it is taught, and results produced from students’ interests and abilities (Dinnocenti, 1998, p.2). Differentiation allows teachers to set goals for students and to find effective ways for students to meet those goals. Using differentiation,n teachers are able to create instruction that can be adapted to each child’s individual learning style

4. Learning Theories 1 Universal Design for Learning 2 Quality Education 3Differentiation

5. Exciting new transitions The Universal Design for Learning & Differentiation theories both acknowledge that each student learns differently. Both theories focus on developing appropriate practices to provide to student learning requirements. Both theories share a common goal to ensure that students reach their educational goals. Comparing Universal Design for Learning & Differentiation

6. Differentiation focuses more on assessments to understand what a student needs before providing instruction. “If every student is being taught the same lesson in the same way using the same materials, differentiation is not occurring” (Weber, Johnson, & Tripp, 2013). Universal Design for Learning allows teachers to realize anticipate issues and provide instruction that address issues before being presented. Contrasting Universal Design for Learning and Differentiation

7. Presenting New Information To present new information to my students I would use both universal design for learning and differentiated learning theories. I would use different visual aids to capture my student’s attention. To learn what my students strengths and weaknesses are I will complete assessments at the beginning of the year and do ongoing assessments to stay abreast of any changes in my students’ learning. Students will demonstrate their background knowledge through assessments and the completion of Know, What I want to know, and Learned (KWL) charts. KWL charts will be used before presenting weekly lessons.

8. Strategies to Motivate Students  Working in groups  Individual support  Set realistic goals  Set high expectations  Allow students to have “say so” is what they would like to learn

9. Reference Dalton, E. M., & Brand, S. T. (2012). The Assessment of Young Children through the Lens of Universal Design for Learning (UDL). Forum On Public Policy Online, 2012(1), http://forumonpublicpolicy.com/vol2012.no1/archive/dalton.pdf Dinnocenti, Susan T. (1998).Differentiation: Definition and Description for Gifted and Talented. AGENCY Office of Educational Research and Improvement (ED), Washington, DC. http://files.eric.ed.gov/fulltext/ED424709.pdf Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA. Chapter 3: Instructional Strategies Supporting Differentiated Instructional Practices Weber, C. L., Johnson, L., & Tripp, S. (2013). Implementing Differentiation. Gifted Child Today, 36(3), 179. doi:10.1177/1076217513486646