(Compare & Contrast Kimberly Hannon-Diczhazy EDU673

UDL & Differentiation As effective educators we must research and plan for principles that best suit the needs of our classroom students. As it states in our text “Universal Design for Learning (UDL) is a broad set of principles that ensure all students have access to the same curriculum and learning opportunities” (Puckett, 2013, Glossary). A differentiation includes “Teachers, based on characteristics of their learners’ readiness, interest, learning profile, may adapt or manipulate various elements of the curriculum (content, process, product, affect/environment” (Hall et al, 2011). The difference is how we plan for them; during the plan process, changes and modifications occur to accommodate the diversity in the classroom. (Snyder, 2013).

Presenting New Information There are numerous ways that new information can be presented to the students of the classroom, including: A complete understanding of the content, purpose, objectives, and rubric of the study. Recognition of every student’s learning and developmental stage, along with ability. Introducing the new information in a way that all students will understand.

Factors for Presenting New Information Factors to include when presenting new information: Provide Options for Perception: Offer alternatives to auditory and visual information. Provide Options for Language, Mathematical Expression, and Symbols: Clarify vocabulary, syntax, and structure. Provide Options for Comprehension: Highlight patterns, critical features, big ideas, and relationships (Puckett, 2013, Section 3.1).

Demonstrating Background Knowledge Student initiated, teacher guided strategies can be utilized to demonstrate background researched knowledge, which includes: Authentic events (articles, videos, or illustrations). Graphic organizers, such as KWL charts. Electronic books and educational websites.

Engaging Strategies for Students Important implementations to engage students can include: Cubing, think-tac-toe, and tiering. Orbitals, technology, and educational websites. Learning contracts and interest centers. (Hall et al, 2011).

References Hall, T., Strangman, N., & Meyer, A. (2011, January 14). Differentiated instruction and implications for udl implementation implementation. Retrieved from Puckett, K (2013). Differentiating Instruction: A Practical Guide.Differentiating Instruction: A Practical Guide Bridgepoint Education: San Diego, CA. Snyder, C. (2013). UDL and Differentiation: Reaching Concensus on Similarities and Differences. Retrieved from georgia/forum/topics/udl-and- georgia/forum/topics/udl-and- differentiation-reaching-concensus-on-similarities-and