1. UDL & Differentiation

2. Introduction  UDL and Differentiation are two types instructions that make up any classroom. These instructions can cause the students to learn more and get more out of their learning.  Instructions can be given in many different ways. It is up to the teacher to make them very interesting and engaging to the students so that they will actually want to learn.

3. How you will present new information  According to the text “UDL accommodates learning differences by encouraging teachers to plan ahead for the widest range of student abilities, minimizing the need for adaptations later on” (Puckett, 2013, ch. 3.1, para. 1). I will present new information by doing an outline on whatever it is that I am introducing the students to.  Another way to give information is to do flashcards. Flashcards can be used for so many different things, and introducing things this way, the students can learn so much more.

4. How you will present new information (Cont’d)  The text says that “planning for instruction is fundamental to effective teaching, and is essential for differentiated instruction” (Puckett, 2013, ch. 4, Introduction). Differentiation instructions are so much more in depth. There are so many different things that you can do with differentiation instructions.  I will present new information with this one by letting the students experience it hands-on. For example, if I am teaching the students something about leaves, I will go for a nature walk with them. I can show them the different types of leaves, the shapes of them, and the differences in all of them. I can also show them what types of trees that they grow on. This can be enjoyable, a great learning experience, plus they will get some exercise in at the same time.

5. How students will demonstrate their prior background knowledge  Students will demonstrate their prior background knowledge by taking assessments and answering questions that I will be asking them.  According to one article, “assessment should occur before, during, and following the instructional episode, and it should be used to help pose questions regarding  student needs and optimal learning” (Hall, Strangman & Meyer, 2011).

6. Your strategies to engage and motivate students  I can use games and puzzles to help the students learn different things.  I can use flashcards to teach the students words and numbers, how to add and how to subtract.  I can use videos to let give the students things to ponder. The videos can be used as tools to give them ideas on the subject at hand.

7. Conclusion  Students can learn so much if you have the right tools to teach them. UDL and Differentiation are two types instructions that make up any classroom. These instructions can cause the students to learn more and get more out of their learning.  Instructions can be given in many different ways. It is up to the teacher to make them very interesting and engaging to the students so that they will actually want to learn.

8. References  Hall, T., Strangman, N., & Meyer, A. (2011, January 14). Differentiated instruction and implications for udl implementation. Retrieved from http://aim.cast.org/sites/aim.cast.org/files/DI_U DL.1.14.11.pdfDifferentiated instruction and implications for udl implementation. http://aim.cast.org/sites/aim.cast.org/files/DI_U DL.1.14.11.pdf  Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CADifferentiating Instruction: A Practical Guide .