1. UDL & Differentiation Sheryle Y. Perkins EDU 673: Instructional Strategies for Differentiated Teaching and Learning Dr. Cristie McClendon July 17, 2014

2. What is UDL UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits- all solution but rather flexible approaches that can be customized and adjusted for individual needs” ( CAST, n.d.).

3. What is Differentiated Instruction? Tomlinson (as cited in Hall, Strangman, & Meyer, 2011) states that “Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms.

4. UDL & Differentiated Instruction UDL and differentiated instruction share similar concepts, goals, ideas about learning, and even classroom practices. The two differ in a few key aspects of their guiding principles, although I believe that they can work together and complement one another in a successful classroom.

5. Similarities & Differences UDL Accommodate all students High expectations for all students Embrace student differences Support Scaffolding Different learning styles Adjusting of instruction in a different way Differentiated Instruction Accommodate all students High expectations for all students Embrace student differences Support Scaffolding Different learning styles Emphasis on formative assessments

6. Explain how you envision blending the concepts in your current or future classroom. The three key UDL principles: Providing multiple means of representation Provide multiple means of action and expression Provide multiple means of engagement These can actually be accomplished by altering the process, product, and content of the work, thereby incorporating three key elements of differentiated instruction” (Hall, Strangman, & Meyer, 2011).

7. How you will present new information? Here are a variety of ways to introduce new information: By providing essential questions(e.g. Bloom’s Taxonomy) Hands-on experiences Assistive Technology devices and tools( e.g. SMART boards)

8. How students will demonstrate their prior background knowledge? Journal keeping Collaboration Think-pair-share

9. What strategies will be used to engage and motivate students? By using an effective teaching strategy of “I do, we do, and you do” Students will be provided the opportunity to creatively and critical think about what information that was being taught (e.g. pairs, groups, etc...). This teaching strategy will help to promote strong independent learners, while providing them the opportunity to succeed and gain access to the curriculum. Artifacts Box for pre-learning Post-a-Point during learning Sum-It-Up for post learning

10. Conclusion of Differentiation & UDL According to Hall, Meyer, & Rose( as cited in Puckett, 2013): Differentiation is a form of inclusive practice; the attitudes, approaches and strategies that ensure that all students feel equally valued and are not excluded or isolated from the learning environment because of differences in learning styles, abilities, or backgrounds. UDL accommodates learning differences by encouraging teachers to plan ahead for the widest range of student abilities, minimizing the need for adaptations later on. UDL supports differentiation, as it states that all learners differ greatly in what they learn, how they learn, and why they learn.

11. References CAST. (n.d.). About universal design learning. Retrieved from http://www.cast.org/udl Hall, T., Strangman, N., & Meyer, A. (2011). Differentiated Instruction with UDL | National Center on Accessible Instructional Materials. Retrieved from http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.U 8ZZxKiXs01 Puckett, K. (2013). Differentiating Instruction: A Practical Guide. San Diego, CA: Bridgepoint Education.