1. Christopher Garrett Week 4 DQ 1

2. UDLDifferentation  UDL requires teachers to look at students prior knowledge to see what level a student may be at (Puckett, 2013).  Allows for multiple means of expression  Meets the needs of all learners  Has no need to asses prior knowledge necessarily.  Allows for multiple means of expression.  Stresses the importance of all learning styles.

3.  Studies have shown through the years that students need many ways to express the knowledge that they have taken from a lesson (Watts-Taffe, Laster, Broach, Marinak, McDonald Conner, & Walker-Dalhouse, 2012).  Both UDL and Differentiation need to be implemented and supported because without looking at what level a student may be at and giving multiple means of expression it can in fact cause a student to fall behind (King-Sears, 2008).

4.  Student will be assessed prior to beginning a topic through pre-assessments of the teachers choosing.  New information will be presented in many formats of the teachers choosing to make sure the needs of every learning style are met in the classroom.

5.  Allow students to be apart of the learning process.  Find out students personal interest and integrate those into the lessons.  Give students roles or “jobs” in the classroom.

6. King-Sears, M. E. (2008). Facts and fallacies: differentiation and the general education curriculum for students with special educational needs. Support For Learning, 23(2), 55-62. doi:10.1111/j.1467-9604.2008.00371.x Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.Differentiating Instruction: A Practical Guide Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., McDonald Connor, C., & Walker-Dalhouse, D. (2012). Differentiated Instruction: Making Informed Teacher Decisions. Reading Teacher, 66(4), 303-314. doi:10.1002/TRTR.01126