Laura Logan EDU673 – Instruct. Strat. for Differentiated Teach & Learn EDU673 – Instruct. Strat. for Differentiated Teach & Learn (NMC1605A) Instructor: Dr. Wilde

Universal Design for Learning (UDL) Differentiation Instructions The process of the UDL allows the teacher to plan for the diversity of the students that might be in their classroom instead of waiting until the different types of students to enter into the classroom. The teacher who implement how students learn during the planning phase of the instructions are better prepared to meet the needs of the students, and it will not be a struggle to differentiate the instructions when the student enter the classroom. Puckett (2013) state “instead of trying to “fix” the students, UDL attempts to change the curriculum by reducing unintentional barriers that are irrelevant to the goals of learning while balancing supports and challenges” (p. 71). Differentiation is when the teacher meet the needs of the diversity in the classroom whether it is an ESL, a student with a learning disability, a student with a 504 or an IEP. The teacher can use the technology that is in the classroom such as the smart board, computers, and Kurzweil programs to assist the struggling reader. The teacher can modify the lesson or work in smaller groups after presenting the lesson as a whole to the class. According to Wu (2013), “to be effective with differentiation, the educators need to think about practical things like how students can move around in the room without disturbing the work of others, how you will give directions for multiple tasks effectively, how students can get help if you’re working with a small group, and so on” (p. 130).

Universal Design for Learning (UDL) Differentiation Instructions Educators who use UDL also use the latest technologies to accommodate the student learning ability, which is incorporated to create flexible curriculum along with resources. Educators can present UDL by illustration, emphasizing new content, using online resources such as videos, podcasts, PowerPoint presentations, manipulatives, and e-books. The educator can present instructions verbally and in the text to engage students auditory and visually. The educator can use large visual aids for slides, graphics, and charts. The teacher who uses differentiating instruction can allow the struggling student to work at their pace; an example would be the zone of proximal development. The teacher can encourage the advance learner by giving them advance topics or challenging activity usually giving at a high grade or college level. Morgan (2014) state “since classrooms today tend to consist of students who vary greatly in academic skills, teachers need to teach at a level that matches students’ skills and learning styles” (p. 37). Educators can use the theory of multiple intelligences and implement the use of technology to introduce differentiate instruction.

Universal Design for Learning (UDL) Differentiation Instructions According to Rose (2002), “when we learn, we incorporate new knowledge into old knowledge. In neural network terms, new learning is integrated into networks that have been shaped by previous learning. Consequently, what the brain already knows can influence what it will learn from a new example or experience. Teachers help students tie their background knowledge to new patterns (a top-down recognition process) and help fill in gaps by providing related information” (para. 20, 21). Educators can have the students fill out a KWL charts and graphic organizers Educator can give the students a pre-test pre-chapter or unit test Educators can use portfolios, brainstorming The educator can use classroom observation

The educator can motivate their student by role modeling and and showing enthusiasm when presenting their instructions. The educator can set realistic educational goals for the student to achieve. All children like to be praise regardless of the age and teachers should tell the students that they are responsible for their education and future. The teacher can use different activities to engage the students and incorporate The teacher can use different activities to engage the students and incorporate cooperative learning activities

Wu, E. H. (2013). The Path Leading to Differentiation: An Interview With Carol Tomlinson. Journal Of Advanced Academics, 24(2), doi: / X Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA. Morgan, H. (2014). Maximizing Student Success with Differentiated Learning. Clearing House, 87(1), 34. doi: / Rose D., Meyer A., Strangman N., and Rappolt G., (2002). Teaching Every Student in the Digital Age: Retrieved From: publications/books/101042/chapters/Using-UDL-to-Support-Every- Student's-Learning.aspxhttp://