1. UDL & DIFFERENTIATION BY: KYEONSHAE’ RICHARDSON THURSDAY MAY 12, 2016 EDU673: INSTRUCT. STRAT. FOR DIFFERENTIATED TEACH & LEARN

2. DIFFERENTIATION VS UDL Make changes after problems. “Allow students to choose with teacher direction ways to learn and how to demonstrate what they have learned”. Constantly asses students (Gargiulo, 2012). Adjust to support each learner. “DI, allows teachers to consider students' strengths and weaknesses and devise instruction based on these characteristics: respectful task, quality curriculum, teaching up, flexible grouping, continual assessment, and building community” (Puckett, 2013). “DI emphasizes responding the individual needs” (  UDL Intersections Universal Design for Learning and Universal Design , 2013). “UDL emphasizes proactive design of the environment and curricula” (  UDL Intersections Universal Design for Learning and Universal Design, 2013). “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 attempts to change the curriculum by reducing unintentional barriers. Elements of inclusive practice, explained in three UDL principles: to provide multiple means of representation of content, multiple means of action and expression, and multiple means of engagement throughout the curriculum.”

3. DIFFERENTIATION & UDL “(DI) or variable (UDL). Setting clear goals and matching assessment to instruction, especially through ongoing, formative assessment is essential for students to reach the goals. DI emphasizes the central role of the teacher to modify content and processes in order to address the needs and learning styles of each student. This responsive learning process can be applied to all activities and assignments and content can be modified so that the materials have relevance and are authentic for each student. There can be flexibility in the assignments and ways students demonstrate what they have learned. DI evaluates a learning style of each student in the construction of activities. UDL provides an overarching framework for thinking about the design of curricular materials (goals, assessments, materials, methods) for the broadest range of students from the beginning. It is a conceptual shift from thinking about ‘fixing the student’ to ‘fixing the curricula.’ The UDL Guidelines provide suggestions, based on research in the learning sciences, for how to effectively design curriculum with flexible options that can support a student becoming an ‘expert learner’ (resourceful, strategic, and purposeful) in any context. Options are available for all students as they work to reach the same, high-level goal. To meet the needs of all students, both DI and UDL recognize that cornerstones to learning include personal interest (DI) or engagement (UDL), experience (DI) or representation (UDL), and culturally shaped ways of seeing the world (DI) or strategies for action and expression (UDL). It is essential to have some flexibility in the materials and methods offered to students in support of the goal. However, Together, they can provide a powerful combination of strategies to reach the needs of all students as they work to successfully reach the goals of instruction” (  UDL Intersections Universal Design for Learning and Universal Design, 2013).

4. BLENDING CONCEPTS IN CLASSROOM I plan to blend both DI and UDL by first adjusting my curriculum so that it already meets the needs of diverse learners. Accommodation will be made based on students in my class. Use differentiated strategies to make students feel included. Modify activities if needed. Provided various engaging opportunities for students to thrive and reach highest academic level.

5. PRESENTING INFORMATION One great strategy that I plan to use in my classroom, when introducing a new theme or topic, is the KWL chart. –This strategy helps students become engaged in class discussions. The chart can be done as a group. –Students can direct their own learning in the W-what I want to know column. Educators can use pictures and other media to engage students in the activity. The use of games to introduce new material is also a strategy. –Encourage learners to be more hands on. – Helps students who struggle with lectures and reading. Including technology for students who are visual and auditory learners.

6. PRIOR BACKGROUND KNOWLEDGE Students will use the KWL chart to display prior knowledge on a particular subject. Students will participate in open discussions prior knowledge on a subject with peers.

7. KEEPING STUDENTS ENGAGED & MOTIVATED Use interactive strategies such as, power point presentations, KWL charts, games, technology, hands on activities and group discussions to keep students engaged and focus. Students steer their own learning with teacher direction. Field trip outside the classroom/school building. “Use multiple strategies to present content. Enhance instruction through the use of case studies, music, role play, cooperative learning, hands-on activities, field trips, guest speakers, Web-based communications, and educational software. Example: Students can role play important events in American history to give them a better understanding of the events and people involved. Also, offer a choice of learning contexts by providing opportunities for individual, pair, and group work as well as distance learning, peer learning, and field work. Use a variety of materials. To present, illustrate, and reinforce new content, use materials such as online resources, videos, podcasts, PowerPoint presentations, realia, manipulatives, and e-books. Provide cognitive supports. Give students organizing clues; for example: “I have explained the four main points, and now I am going to summarize them.” Present background information for new concepts using pictures, artifacts, videos, and other materials that are not lecture- based. Scaffold student learning (provide temporary support to reduce the complexity of a task) by providing a course syllabus, outlines, summaries, study guides, and copies of PowerPoint slides. Teach to a variety of learning styles. Build movement into learning. Give instructions both orally and in writing to engage students auditorily and visually. Consider using large visual aids for slides, graphics, and charts. Provide flexible opportunities for assessment. Allow students to demonstrate their learning in multiple ways that include visual and oral presentation, rather than only written assessment” (staff, 2012).

8. REFERENCE  UDL Intersections Universal Design for Learning and Universal Design . (2013). Retrieved from UDL DI CAST: http://www.udlcenter.org/sites/udlcenter.org/files/UDL-DI%20BRIEFfinal.pdf http://www.udlcenter.org/sites/udlcenter.org/files/UDL-DI%20BRIEFfinal.pdf Gargiulo, R. M. (2012). Special Education in Contemporary Society An Introduction to Exceptionality. Thousnd Oaks, CA: SAGE Publications, Inc. Puckett, K. S. (2013). Differentiating Instruction: A Practical Guide. In Understanding the Standards. San Diego, CA: Bridgepoint Education, Inc. staff, T. C. (2012, January). Teaching Excellence in Adult Literacy (TEAL). Retrieved from Fact Sheet: Universal Design for Learning: https://teal.ed.gov/tealguide/udlhttps://teal.ed.gov/tealguide/udl