1. UDL & Differentiation UDL & Differentiation Week 4 Discussion Post Gwendolyn D. Crite

2. Universal Design for Learning & Differentiation In Comparing and Contrasting Universal Design for Learning (UDL) and Differentiation teaching the key to both is that they target the individual learner and are considerate of each student’s learning style, preferences, abilities, etc. Both the UDL and Differentiation are structured so that they both function in a very flexible learning environment. With Differentiation learning the teacher take the curriculum and allow for learning to occur in a variety of ways encouraging the student to find what mode of learning work best for them. But with UDL curriculums are structured in a variety of ways and geared to target all learners. Differentiation was the results of school officials, educators, and policy makers working together in efforts to afford a more quality education to students. The UDL design look at individuals from a scientific perspective and is mostly research based. The UDL take into consideration concepts and studies from three different fields: developmental psychology, neuropsychology, and education. Differentiation takes a look at and consider learning patterns whereas, the UDL focuses on the brain and how knowledge is gained. (Edyburn, 2010). Differentiation focuses on students and UDL is concerned with learning in people of all ages. Both Differentiation and UDL mission is to educate learners on their own standards and provide a fair and appropriate education to all students.

3. My strategies to engage and motivate students will come in the form of helping each student to map out how they can be most effective in all assignments. This is important in allowing an environment in which the student can “learn what is assigned in a manner which they are comfortable”. (Eutopia, 2010, May 5). With continuous feedback and assessments, I will be checking to see what the student’s progress is and if they need help in the process. After a considerable amount of research it would be important that as I structure the physical environment sitting in the classroom of learners who will read and research in a small group to individuals in the computer area working alone, regardless of the mode of study that the student take, at the beginning of an assignment each student will be a part of the classes overall discussion and would have immediate access to information given, will be able to access the bulletin boards, teacher, and can ask questions until their knowledge of the assignment is clear. From this point the student can take a literature assignment and work at their own pace with the resources that they are most comfortable with.

4. Presenting New Information After assessing the needs of and learning the style of each individual student each assignment will be presented in group setting to deliver complete instructions to all students and to establish what is expected on each assignment. Options and alternatives of each assignment will be explained. Space and time for students to engage in the learning style that they are most comfortable with will be afforded. Simple and additional forms of the same assignment to build upon as the student progresses will be in place. I will allow students the opportunity to customize information given to successfully master each assignment. Room for error and chances to improve will be expected in both the UDL and the Differentiated flexible learning environment.

5. Students will demonstrate their prior background knowledge of the assignment as the class participate in orientation time when the assignment is being explained. The students and I would have a question/response session and I will deliver the assignment, allowing the students to explain what would be expected. If/when students need further assistance various instruments will be provided to get the student started. For the students who need demonstrations I would use the smart board, bulletin board, or present handouts showing how to map or even use those flow charts. Students can be as creative in using art and music to the traditional way of research using books and computers.

6. Differentation + UDL

7. I envision blending the concepts of Differentiation and UDL : Understanding the learning situations for each of my students. Providing an atmosphere in the classroom in which there is a respect for learning, many different types of learning materials, adequate space, follow up assessments, and supports positive behavior. (Howery, McClellan, & Pedersen-Bayus, 2013). Using the Common Core State Standards as a guideline for instructing. Reducing barriers in instruction by providing objectives that are attainable and structuring learning opportunities whereby there are a variety activities provided to accomplish the assignment according to the students’ needs, abilities, preferences, and/or learning styles. Providing a number of opportunities and allowing room for trial an error setting the tone for a flexible learning environment.

8. The premise of Universal Design for Learning maintains that, to truly address student diversity.

9. References Edyburn, D. L. (2010). WOULD YOU RECOGNIZE UNIVERSAL DESIGN FOR LEARNING IF YOU SAW IT? TEN PROPOSITIONS FOR NEW DIRECTIONS FOR THE SECOND DECADE OF UDL. Learning Disability Quarterly, 33(1), 33-41. Retrieved from http://search.proquest.com/docview/233086355?accountid=32521 http://search.proquest.com/docview/233086355?accountid=32521 Eutopia. (2010, May 5). Differentiation Instruction Ignites Elementary Learning.[Video File]. Retrieved from http://www.youtube.com/watch?v=AqepSNNjowU http://www.youtube.com/watch?v=AqepSNNjowU Howery, K., McClellan, T., & Pedersen-Bayus, K. (2013). "Reaching every student" with a pyramid of intervention approach: One district's journey. Canadian Journal of Education, 36(1), 271-304. Retrieved from http://search.proquest.com/docview/1440186349?accountid=32521