1. That’s the Way the Cookie Crumbles Amanda Hoss EDU 673 Cristie McClendon 7/23/2015 Amanda Hoss EDU 673 Cristie McClendon 7/23/2015

2. Definitions Universal Design for Learning “Universal Design for Learning (UDL) is a framework for flexible learning environments that ensures all students have access to the same curriculum and learning opportunities as their peers” (Hall, Meyer, & Rose, 2012). Differentiation “Differentiation refers to a wide variety of teaching techniques and lesson adaptations that educators use to instruct a diverse group of students, with diverse learning needs, in the same course, classroom, or learning environment” (Concepts, 2013).

3. Compare, Compare, Compare Both UDL & Differentiation both express they understand there are many differences in each student. They both know that instruction will vary. They just provide different concepts at different times. Knows the Differences Both UDL & Differentiation are there for the students. They still recognize that each student is different and each student learns differently. They each construct classrooms to fit the needs of those students. There for the Students Both UDL & Differentiation utilize a huge variety of tools to keep students current with the 21 st century skills. The use of iPads, Computers and smartboards all work with UDL and Differentiation. “Technology plays a supportive role in UDL implementation, especially that of reducing barriers” (Puckett, 2013, Sec 3.1). Utilization of Multiple Tools Both UDL & Differentiation both adapt to multiple learning styles. They just deliver the methods a little differently. Students’ are at different readiness levels, it just takes a different approach to reaching those levels. Learning Styles Both UDL & Differentiation both utilize assessments to gage where the students are. By using prior knowledge and assessments, they regard the student for who they are and what they are capable of learning. Assessments

4. Contrast, Contrast, Contrast UDL plans for a large diverse group and worries about narrowing it down at a later date. They focus on keeping the class as one instead of breaking down to the students’ readiness levels. Universal Design for Learning The curriculum stays on one level and keeps advanced students, lower readiness students and disabled students on the same area. The advanced students may get bored with the class, when the students with disabilities catch up, then it could switch and the advanced class gets work they are capable of doing, leaving the other students getting further and further behind. Same Page, Same Time They change the curriculum to adapt to the class instead of the individuals. It works by planning for the class as one and worries about individual needs later. If you plan a curriculum that keeps students learning the same curriculum, at the same time. Class Goals Differentiation plans instruction for individualized readiness levels. They focus on keeping the class separated according to their readiness levels instead of working on curriculum as one group. Differentiation Instead of keeping curriculum class based, instruction is set and planned for students as individuals. Teachers use prior knowledge of students and construct lesson according to those students’ scores. Different Page, Different Time The curriculum adapts to the individuals. Instruction and activities are planned for students instead of classrooms. By doing so, they can keep each kid learning at their own levels. Student Goals

5. The Power of Two “In today’s society, we need to prepare all children to be able to solve problems and think critically about the world around them. Teachers are challenged to find universal strategies to help a diverse range of students meet these goals” (Zydney et al, 2014, pp 21). So using both concepts in a classroom is by far the best approach. By testing prior knowledge of the students, you can utilize UDL and Differentiation to break down the instruction. You can plan lessons ahead using UDL then after utilizing formative assessments to gage where your students are, you can use differentiation to break the instruction down to each student in particular.

6. Presentation In order to present new information, I would have to see where my students were individually. I would use UDI to start out each lesson. Then by using the Green, Yellow and Red system, I would see which students understand, which ones kind of understand, and which ones do not understand at all. If I have all green, then I would continue. If I had mostly yellows and reds, I would stop, alter the instruction, then present it in a different format.

7. Utilizing Prior Knowledge As teachers, it is common to see what your students already know about a topic before launching into. This would of course save time, help move the class forward, and plan lessons more accordingly. Before each lesson, I would see what the student currently knows or understands about the topic. If I used UDL to plan instruction, then during the pre-assessment period, realize the students already know what I planned to cover in the first 5 lessons, then I could adapt my lesson plans. It would give me a good starting point on where to begin so that most students were “on the same page”.

8. Engage & Motivate As a pretty creative person, I would engage and motivate my students with projects, activities and games throughout the lessons and for assessments. By keeping the students engaged and motivated, they will learn at without realizing it. I would be able to go further, faster with each lesson and allow the students to enjoy the learning process as well.

9. References Concepts, L. (2013). Differentiation Definition. The Glossary of Education Reform. Retrieved 23 July 2015, from http://edglossary.org/differentiation/http://edglossary.org/differentiation/ Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal Design for Learning in the classroom. New York: Guilford Publications. Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.Differentiating Instruction: A Practical Guide Zydney, J., & Hasselbring, T. (2014). Mini anchors: A universal design for learning approach. Techtrends: Linking Research & Practice To Improve Learning, 58(6), 21-28. doi:10.1007/s11528-014-0799-5 Concepts, L. (2013). Differentiation Definition. The Glossary of Education Reform. Retrieved 23 July 2015, from http://edglossary.org/differentiation/http://edglossary.org/differentiation/ Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal Design for Learning in the classroom. New York: Guilford Publications. Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.Differentiating Instruction: A Practical Guide Zydney, J., & Hasselbring, T. (2014). Mini anchors: A universal design for learning approach. Techtrends: Linking Research & Practice To Improve Learning, 58(6), 21-28. doi:10.1007/s11528-014-0799-5