By: Nikki Gilmer May 3, 2014

UDL stands for Universal Design for Learning. It is a set of principles for curriculum development that give all individuals equal opportunities to learn. Those principles are Multiple Means of Representation, Action/Expression, and Engagement. It also accommodates learning differences by encouraging teachers to plan ahead for the widest range of student abilities, minimizing the need for adaptation later on (Puckett, 2013).

Differentiation in a classroom happens when a teacher accepts the reality that all kids are different. Adam Hoppe (2010) says that differentiation is a sequence of common sense decisions make by teachers with a student’s first orientation. Differentiated instruction is an instructional theory that allows teachers to face this challenge by taking diverse student factors into account when planning and delivering instruction. Based on this theory, teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom.

Success for all students! They both provide students with the same quality of education. They offer a reflection of individual students needs rather than forcing the students to curve to a set curriculum. They highlight student growth with learning using suitable instructional materials and the teacher making adjustments.

Differentiation occurs when a teacher sees the need to intervene due to a student not comprehending the curriculum. UDL addresses student’s needs from the start of the curriculum. Therefore modification to instruction, material, etc. are made at the beginning of the lesson to address the various needs of students.

I see my students and expect nothing but high qualifications from them. Therefore, my students see me and should expect high qualification from me. Education starts with me. If I give my students anything, they will give me anything in return. With that in mind, I will begin each curriculum with Principles of UDL in mind (Multiple Means of Representation, Action/Expression, and Engagement). If there are some students that still can not fully grasp the understanding of the curriculum, I will began some differentiation. It is my belief that the use of both of these tools will fully submit success.

Every good teacher knows and understands that all students learn on a different level. With that in mind, I will present new information using visuals, touchable materials, graphs, other pictures and images, and enough information to keep the students engaged from start to finish.

Teachers can assess students’ prior knowledge by asking pre-question. By knowing what students know and can do before they begin a new topic of study, can help the teacher craft instructional activities that build off of students’ strength and acknowledge and address their weaknesses. Another way to assess prior knowledge is by given a pre-test. Pre-test also gives the teacher insight on just how detailed to make the lessons.

I will motivate and keep my students engaged by letting them know that they are and will continue to be successful. I will make all lesson captivating and energetic. This will keep the students eye on the lesson. They will stay focused. My classroom will be a great learning environment for students. It is my duty to open every lesson with motivation and close every lesson with motivation. My favorite motivational quote is “Strength doesn’t come from what you can do, It comes from overcoming the things you once thought you couldn’t do.” (author unknown)

Basham, J., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A Comprehensive Approach to RTI: Embedding Universal Design for Learning and Technology. Learning Disability Quarterly, 33, Hall, T., Strangman, N., & Meyer,A. Differentiated instruction and implications for UDL implementation. Retrieved May 3, 2014 from diffinstructudl.html. Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.