UDL & DIFFERENTIATION (DI) Melody Murphy Week 4 Discussion

COMPARE The 2 Concepts UDL & DI “UDL supports differentiation, as it states that all learners differ greatly in what they learn, how they learn and why they learn “(Puckett 2013). -Both concepts support a variety of strategies for delivering content. UDL refers to it as providing multiple means of engagement, and DI calls it differentiating the process. -Both concepts use content in a variety of ways. DI refers to it as differentiating content, while UDL calls it multiple means of representation. -Both concepts support students getting the end product in multiple forms. Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA. Differentiating Instruction: A Practical Guide

CONTRASt of the 2 CONCEPTs UDL & DI UDL- “a framework for flexible learning environments that ensures all students have access to the same curriculum and learning opportunities as their peer” ( Puckett 2013) In UDL,the implementation of technology plays a supportive role in reducing barriers. UDL uses 3 principles: ( (1) provide multiple means of representation, (2)provide multiple means of action and expression, (3) provide multiple means of engagement) for instruction to shape more informed, goal-oriented determined learners. Each principle has guidelines and checkpoints, that further increases student learning Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA. Differentiating Instruction: A Practical Guide DI- “ varying approaches to instruction to maximize the achievement of all students” ( Puckett 2013). In DI,peer interaction an relationships play an essential role in learning. DI emphasizes building a community. DI, has a 4 layer model to use when implementing instruction: ( ( 1)general principles of differentiation (2) curricular elements of teaching, (3) student characteristics, (4) strategies for differentiation)

Concepts Blended in the Classroom To optimize and maximize learning in the classroom, both concepts can be blended in during instruction. From the UDL model, I would use different digital materials. There are various computer programs and devices that make learning easier, flexible and accessible. From the DI model,instruction is a powerful teaching tool that focuses on the unique learning styles and needs of all students. This model can help teachers plan diverse lessons and meaningful activities. Teachers, can differentiate instruction by content, process, products and the learning environment.

Presenting New Information! To Students Students filter new learning through personal perceptions and background knowledge. Every learner is different, therefore to present new information, there has to be a variety of representations. I would use visual aids/ ven diagrams, have open forums, digital media, printed text, live demonstrations, videos and audio clips.

Students demonstrating PRIOR BACKGROUND Knowledge To demonstrate prior knowledge, students can use the K ( what students know), W ( what students want to know), L ( what students have learned) chart. Formative Assessment-I would use the instructional strategy ( Graffiti Wall). Students can place their thoughts or answers on a poster board about a specific topic given. Teachers can also, give students an assessment quiz ( multiple choice, open ended questions) to access prior knowledge. Students can also, be allowed to use creative measures ( art, voice recording, etc.), so instruction is not limited to pencil and paper. Students should have several ways to communicate and express their ideas. When the communications lines are open, barriers are limited.

Strategies to ENGAGE and MOTIVATE Students Cooperative learning- Students can work in small groups to learn academic content. Cooperative learning allows students to have responsibility ( a role in the group), promote peer interaction ( socialization) and allows teachers to differentiate instruction. Students come together to not necessarily complete a task, but learn a concept. Problem-Based Learning- Students are actively engaged. Students take ownership of learning, develop strategies for dealing with future problems, and develop group collaboration skills. Teachers guide, support and prompt students into the intended learning area. They also, monitor and evaluate the learning the process. Offer a variety of methods for organizing and completing tasks. How students approach learning and demonstrate what they’ve learned depends on their ability to plan and organize information, typically called “executive functioning” skills. Teachers provide options for students that optimize their abilities. These may include hands on activities, small group work, oral or visual presentations and multiple choice tests. Present information in multiple ways. Built into the curriculum are a variety of options for helping students learn and understand information. Teachers use a range of presentation styles and materials, such as print, video, audio and speech to individualize instruction. Vermont Family Network. Teaching designed so all students can learn. Retrieved from: content/uploads/2011/01/F18-Teaching-Styles1.pdf

Reference: Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.Differentiating Instruction: A Practical Guide Vermont Family Network. Teaching designed so all students can learn. Retrieved from: content/uploads/2011/01/F18-Teaching-Styles1