1. By Sandra Ramos Guardado

2.  UDL Model

3.  Differentiation

4.  Similarities of UDL and Differentiation UDL  Representation – Will be displayed in all devices through the content on each one of them. Provide students with visuals, charts, table, etc. to help the students visualize the what of learning.  Expression – The assistive technology will allow students to express their ideas about what they know about the subject/topic.  Engagement – Will be promoted by enhancing the metacognitive part of learning. Exhort motivation to maintain interest in topic. Differentiated Instruction  Students are presented with visuals to help students understand concepts.  Tiered lessons help students express their understanding and develop their critical thinking skills. Many times students express it with the use of technology support.  Students engage in flexible grouping and learning centers to motivate them participate in their learning process.

5.  Differences between UDL and Differentiated Instruction UDL  Curriculum planning for all learners.  3 principles: representation, expression, and engagement.  Lessons could be differentiated in one or more of the principles, according to students’ needs. Differentiated Instruction  Assessment, knowledge and reflection.  Using scaffolds to help all learners achieve knowledge and understanding.

6.   Making sure that the UDL will be present by addressing one or more modalities in each lesson. (Visual, kinesthetic, auditory, and the social emotional learner.)  The lessons will be differentiated by content, process and product. (Not all of them need to be addressed in one lesson)  Content will be presented in different ways: electronic books, auditory texts/articles- reading and listening, and visual aids to enhance understanding.  There will be Tier activities according to levels of readability.  Assessment – End product, projects, how the student demonstrates the skill mastered. Blending UDL & Differentiation

7.   Graphic organizers ( KWL charts, bubble maps, etc.)  Entrance Card /Warm up: prior to lesson, students answer a question or set of questions posed by the teacher.  Realia – will be presented to motivate students and engage them in class discussions. How will students depict prior background knowledge?

8.   Literacy centers  Guided reading  Contextualization  Jigsaw  Word prediction software  Text to speech- supports students with better listening skills than reading comprehension Strategies to engage and motivate students

9.  Google Images Meo, Grace (2008) Curriculum Plannin for All Learners: Applying Universal Design for Learning(UDL) to a High School Reading Comprehension Program, Preventing School Failiure, winter 2008, vol.52 Issue 2, p.21-30 10p.1 Diagram, 3 Chartshttp://web.b.ebscohost.com.proxy-library.ashford.edu/ www.hptt//ehost/detail?vid=3&sid=9178270a-c5ca-4f4f-860c- b8947dc5e6ac%40sessionmgr112&hid=119&bdata=JkF1dGhUeXBlPWlwLGNwaWQmY3VzdGlkPXM 4ODU2ODk3JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=29346374 Parsons, Seth, A., Dodman, Stephanie, L, and Burrowbridge, Sarah, Cohen (2013) Broadening the view of differentiated instruction, Phi Delta Kappan. Sept. 2013, Vol. 95 Issue 1, p. 38-42 5p.3 www.http://web.b.ebscohost.com.proxy-library.ashford.edu/ehost/detail?vid=5&sid=9178270a-c5ca-4f4f- 860c-b8947dc5e6ac%40sessionmgr112&hid=119&bdata References