1. Stephanie Hill EDU673: Instruct. Strat. for Differentiated Teach & Learn Instructor: Orvie Mizzell-Bullock

2. Stresses the same access to high quality curriculum and learning opportunities to all students (Puckett, 2013). Meets students where they are and builds on their prior knowledge/abilities. Encourages ownership of one’s learning through individual and group tasks. Focuses on flexibility and meeting individual needs. Supports the use of technology as a means to assist learning (Hall, Strangman, & Meyer, 2011). Evolved from a method designed for a specific group of students to a method that is used for all students. Universal Design Learning Promotes the idea of an equitable education by providing learning opportunities that meet each students individual learning needs (Puckett, 2013). Focuses of flexible grouping, peer-to-peer interaction, self- direction, and flexible schedule to promote learning. Uses teachers understanding of students learning styles, individual interests and abilities, and prior knowledge to scaffold learning. Encourages the use of varied resources and materials to include technology to promote real world learning and experiences (Hall, Strangman, & Meyer, 2011). Developed initially for a specific group of students but adapted to meet the needs of all students. Differentiation

3. Universal Design Learning Was developed with the intention of assisting special needs or disabilities by designing a curriculum that will anticipate the needs of such students (Hall, Strangman, & Meyer, 2011). Is guided by the anticipation and knowledge of students needs and developmental level and assessments are individualize rather than standardized (Puckett, 2013). The intention is to accommodate for students learning needs by planning ahead instead of adapting to student needs later (Puckett, 2013). Differentiation Was created originally to meet the needs of gifted learners or those who felt school to be unchallenging but had been implemented at the whole class level to meet the needs pf the diversity of the classrooms today (Hall, Strangman, & Meyer, 2011). Is guided by goals and assessments directed by state regulated assessments and tests (Hall, Strangman, & Meyer, 2011). Provides accommodation and variation to instruction during the task as needed rather than planning before (Puckett, 2013).

4.  I envision myself blending UDL with DI by using the best parts of both and designing a curriculum that is reflective and supportive of those ideas. Much like Table 2 illustrates, I can design a lesson using the UDL teaching methods and expand on those methods with the DI instruction features. (Hall, Strangman, & Meyer, 2011, pg.15).

5. As suggested by Hall, Strangman, & Meyer, (2011) because both UDL and DI emphasize providing multiple examples of information, varied materials for instructional support, and the need for real world applicability I can create a lesson that will allow for all of these concepts. If I want to teach a lesson on gravity I might first start with an activity that engages learners. Perhaps I give each a cone shaped party hat and an egg. Then instruct them to spend 20 minuets designing a device using the hat that will protect the egg when the hat is dropped on the ground. Students will break up into the groups they choose (or I intentionally select) and use their creativity, innovative, and critical thinking skills to create a design they think will work. Of course some groups will be given more specific assistance, more time, a different material, etc. in order to ensure they have the same opportunity to be successful as other students. Once everyone is done groups will take turns describing what they created and why they think it is the best design to keep the egg safe. We will then drop the egg apparatuses and have a whole group discussion or break into smaller groups and discuss the project.At that point I will introduce the concept of gravity using visual displays, pictures, and videos to demonstrate the concepts.

6. The best way to determine prior knowledge is to have students utilize a graphic organizer such as a KWL chart. Puckett, (2013) explins that a KWL chart is used to see what students know - K, what they want to know - W, and at the end of the lesson, what they learned –L. Another idea described by Stancil, (2011) is some form of large board or paper where each student can write what they know about the topic in anyway they choose

7. The first way that I will engage and motivate students is to give them a hands-on real world experience (like the one I used for the lesson in gravity). As described by Lamb (2003), getting the students up, interactive, and physically active during the lesson is a great way to get them interested and motivated. Another way is to create attainable goals for students that are slightly more difficult than their current knowledge but allow them to achieve success. I can also utilize technology which is highly utilize within ULD by having computer or tablet games that relate to the topic. Walsh (2012), explains that students are motivated by the rewards offered within games as they inspire and engage learners.

8.  Hall, T., Strangman, N., & Meyer, A. (2011). Differentiated  instruction and implications for udl implementation. Retrieved on May 4, 2016 from http://aim.cast.org/sites/aim.cast.org/files/DI_UDL.1.14.11.pdf  Lamb, A. (2003, June). Ten tips for differentiation.  Retrieved on May 4, 2016 from http://eduscapes.com/sessions/needs/elementary2.html  Puckett, K (2013). Differentiating Instruction: A Practical Guide.  Bridgepoint Education: San Diego, CA.  Stancil, T. (2011). All children can learn.  Retrieved on April 28, 2016 from http://cnweb.cn.edu/tedu/New%20Website%20Docs/DifferentiatedInstruc tionStrategiesKit.pd  Walsh, K. (2012). 10 emerging education and instructional  technologies that all educators should know about. Retrieved on May 4, 2016from http://www.emergingedtech.com/2012/09/10-emerging- education-and-instructional-technologies-that-all-educators-should-know- about-2012/