1. UDL & DIFFERENTIATION Cynthia Eason EDU 673 Instruction, Strategy for Differentiated Teaching & Learning

2. Universal Design Learning The objectives of UDL either offer students choice or leave the exact method of accomplishment open ended (Puckett, 2013 4.2 para. 11). Students are not expected to learn or perform the same tasks in the same way as their peers; they are given the opportunity to accomplish tasks in their own particular learning style. UDL supports differentiation as it states that all learners differ greatly in what they learn, how they learn, and why they learn (Puckett, 2013 3.1 para.1). Students are diverse in culture, race, backgrounds, learning styles, and many other ways. Such characteristics is the reason differentiation is so important. UDL is a framework for flexible learning environments that ensures all students have access to the same curriculum and learning opportunities as their peers (Puckett, 2013 3.1 para. 3). This statement is indicative of no child left behind, where all students deserve the same chance to learn in a public environment. UDL inspires technology as supportive role in the implementation process, especially that of reducing barriers (Puckett, 2013 3.1. para. 3). Technology plays an important role in the learning processes of students with learning disabilities and difficulties. UDL motivates all student to become expert learners, which includes being resourceful, strategic, and purposeful towards a goal. Puckett, K. (2013). Differentiated Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.

3. Differentiated Instruction (DI) DI is a philosophy or approach to teaching that describes the teacher’s response to students’ needs. It is guided by effective teaching practices that begin with a high quality curriculum that reflects clear goals, meaningful activities, and authentic assessment. DI ‘s main elements are 1) general principles of best teaching practices, the fundamental aspect that must be in place for differentiation to be effective (Puckett, 2013 1.1 para. 4). DI depicts adjustments to curricular elements, the means by which teachers can differentiate. DI reminds teachers that all differentiation is in response to the varied characteristics that students bring to the classroom. DI adjusts instruction to the needs of students (readiness, interest, and learning profile) (Puckett, 2013 1.1 para. 5). All students are not at the same level. The teacher differentiate instruction to meet the student at his or her current level. Teachers can use a wide range of strategies to help each student reach the essential concepts, principles, and skills, which is the philosophy and purpose of differentiated instruction. Puckett, K. (2013). Differentiated Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.

4. Similarities Both DI and UDL recognizes the importance of meeting the needs of each student that includes personal interest, engagement, experience, representation, culture, individual learning styles, strategies for action and expression, and flexibility. Setting clear goals and matching assessment to instruction through ongoing, formative assessment is essential for students to reach their goal (UDL (n.d.). Differences DI focuses on responding to the individual needs of the student. UDL focuses on the proactive design of the environment and curriculum. Together, they provide a powerful combination of strategies to reach the individual needs of each student and instruction (Stanford & Reeves 2009 p. 3). Puckett, K. (2013). Differentiated Instruction: A Practical Guide. Bridgepoint Education. San Diego, Ca. Stanford, B. & Reeves, S. (2009). Making it Happen: Using Differentiated Instruction, Retrofit Framework & Universal Design for Learning. Retrieved from http://files.eric.ed.gvovhttp://files.eric.ed.gvov

5. Blending the Concepts I envision blending the concepts of UDL & DI by the use of: Technology Collaborative Teaming Problem Solving Linguistic Diversity Inclusion of Students with Disabilities Conceptualizing New Competencies State Standards Preferred Learning Styles A Core Set of Courses/Units Field Experiences Modeling & Scaffolding Moses of Assessments

6. Presenting New Information I will present new information by: Chunking – presenting new information in small manageable parts. Scaffolding – letting the students build new information from prior information. Interacting – allowing groups of students to discuss the new information. Pacing – move through new information at an appropriate pace. Monitoring – continually checking for student understanding of material. (ASCD 2016 p.1). For example, if I give the students 20 new words; I will present four words at a time to let the students get comfortable with those words, then move to the next four words.

7. Demonstration of Prior Background Knowledge Students will demonstrate prior background knowledge by the use of: Performance-based prior knowledge assessments – quiz. Prior Knowledge self assessments – student reflection. Concept maps – words/definitions/connections. Concept tests – multiple choice questions. Classroom assessment techniques – ask the students questions.

8. Motivating & Engaging Students I will find ways to make content fun. Make sure students know why the need to learn the lessons being taught. Apply subject matter to real-life problems. Give students opportunities to interact. Conduct role play. Have student set goals. Express clear expectations. Use UDL & Differentiation in the classroom (ASCD 2016).

9. References ASCD (2016). The Art & Science of Teaching: Helping Students Process Information. Retrieved from http://www.ascd.orghttp://www.ascd.org Puckett, K. (2013). Differentiated Instruction: A Practical Guide. Bridgepoint Education: San Diego, Ca. Stanford, B. & Reeves, S. (2009). Making it Happen: Using Differentiated Instruction, Retrofit Framework, & Universal Design for Learning. Retrieved from http://files.eric.ed.govhttp://files.eric.ed.gov UDL Center (n.d.). Intersections: Universal Design for Learning. Retrieved from http://udlcenter.orghttp://udlcenter.org