1. Universal Design for Learning & Differentiation Instruction

2. Definition of Universal Learning Design and how it affects student learning UDL—a set of principles for curriculum development that gives all individuals equal opportunities to learn. Universal Design For Learning is included in the application to students with disabilities section of the Common Core State Standards but when it is applied to curriculum design and instructional practice all students benefit from it. The UDL framework provide educators with the means to maximize student success of the CCSS. UDL is essential for creating instructional goals, methods, materials, and assessments that work for everyone. It is not designed to be a “a one size fits all” approach to education but flexible approaches to accommodate the needs for individuals.

3. The Necessity of Universal Design for Learning There are three brain networks involved in the learning process. 1. Recognition Network—The what of learning is how we gather facts and categorize what we see, hear, and read. 2. Strategic Network—The how of learning determines how we plan and perform tasks. 3. Affective Network—The why of learning describes how learners are challenged.

4. Differentiated Instruction Is meeting students at their current level of readiness and then planning instruction based on their individual needs. Standards provide the framework to create differentiated instruction(Boyd- Batstone, 2006, p.2). Standards guide teachers about what to teach and Differentiated Instruction provide them with the tools to teach successfully. The philosophy of Differentiated Instruction is that all students can learn but they will do so at different rates and also with different paths of interest. What works for one child may cause another child to struggle. When thinking about differentiating the content to be learned Tomlinson (1999) explains that first a teacher must make decisions about the essential content, principles, and skills that all students will master, but at the same time understand student differences and provide opportunities for advanced learners to work on more complex ideas or problems.

5. The Necessity for Differentiated Instruction Common Core Standards emphasizes engagement and understanding and requires “teaching up.” Defensible Differentiation “teaches up.” Here are a few of the tasks:  Students have clear knowledge, understanding and skill goals  Criteria at or above “meets expectations.”  Use key knowledge and skills to explore or extend understandings  Require metacognition, reflection planning and evaluation  Provide support to help a broad range of students succeed with a task

6. Similarities Between UDL & DI Universal Design for Learning  Curriculum stays the same  Flexibility  Emphasis placed on individual students learn different ways  Offer many tools of technology to assist student learning Differentiated Instruction  Curriculum stays the same  Flexibility (Grouping)  Support and scaffolding  Present opportunities for students to learn in ways that work best for them

7. Differences Between UDL & DI Universal Design for Learning  An approach that designs flexible goals, methods, material and assessment by anticipating a full range of learner needs from the beginning  Goal—Eliminate unnecessary barriers to learning in order to increase student achievement  Designed by the universal design concept of architecture and product development and based on educational research regarding learners and varied response to instruction. Differentiated Instruction  An approach that responds to specific student assessment information regarding students’ readiness, interests, and learning preferences.  A compilation of educational theories and practices related to effective teaching and student achievement.  Goal—Provide a responsive and optimal learning environment to maximize achievement for all learners.

8. How will I Present new information? In the beginning I will anticipate student differences and plan for them. I will utilize the tools that are made available through technology of the UDL and I will create lesson plans that will accommodate the learning styles of my students individually. To incorporate UDL principles to provide multiple means of representation, multiple means of action and expression and multiple means of engagement—can be accomplished by modifying the process, the product, and the content of the work and that will incorporate three elements of differentiated instruction. Although the approach to the subject may be different for each one the end result will be that all students achieve the required goal.

9. How will students demonstrate their prior background knowledge?  Portfolios  Pre—Assessment  Teacher asking questions

10. References Classroom Strategies And Tools For Differentiating Instruction In The ESL Classroom. Authors: Anne Dalhman, Patricia Hoffman, and Susan Brauhn Journal Vol. 25 pgs.17 http://minnetesol.org/journal/vol25_pages/17_Dahlman.htmhttp://minnetesol.org/journal/vol25_pages/17_Dahlman.htm Common Core State Standards (ASCD 2012) Puckett, K. (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Ed. San Diego, CA Making It Happen: Using Differentiated Instruction, Retrofit Framework, and Universal Design For Learning. Authors: Barbara Stanford and Stacy Reeves Published in: Teaching Exceptional Children Plus Vol. 5 Issue 6, July 2009