1. Carol Russell Class 3 Week 4 Discussion December 1, 2017 Universal Design Learning and Differentiation for Effective Learning

2. Introduction I agree that blending UDL and differentiation makes the learning environment “engaging, dynamic, and inclusive”, as stated in the discussion instruction. Where learners are actively engaged in the learning process, they acquire self- actualization (Pucket, 2013). Let us see how these two concepts can be incorporated in a classroom setup.

3. Comparison between the two concepts According to Conn-Powers et.al (2006) Universal Design Learning (UDL) involves giving students, in this case young learners, equal opportunities to learn. On the other hand, differentiation means reaching the needs of individual students regardless of their differences. According to Conn-Powers et.al (2006) Universal Design Learning (UDL) involves giving students, in this case young learners, equal opportunities to learn. On the other hand, differentiation means reaching the needs of individual students regardless of their differences.

4. Blending the Concepts These two concepts are vital in a diverse classroom as they encourage inclusion. Therefore, they can be effectively used to achieve the Common Core State Standards (CCSS). These two concepts are vital in a diverse classroom as they encourage inclusion. Therefore, they can be effectively used to achieve the Common Core State Standards (CCSS).

5. Presentation of New Information This will be achieved by use of learning resources such as; Textbooks. Screen projectors Chalk board Worksheets Audio books These aids will help to cater for all learners as one may not well understand a concept through visual aids but understand batter through audio. Presentation of New Information This will be achieved by use of learning resources such as; Textbooks. Screen projectors Chalk board Worksheets Audio books These aids will help to cater for all learners as one may not well understand a concept through visual aids but understand batter through audio.

6. Prior Knowledge Demonstration This will be achieved through; Learners will be engaged in a basic entry assessment. A written assessment will be used to evaluate each students learning abilities. However, during instruction, more engaging activities such as oral question and answer will be used to determine individual abilities. To allow inclusion, students will be grouped and given tests which will also weigh their prior knowledge. Prior Knowledge Demonstration This will be achieved through; Learners will be engaged in a basic entry assessment. A written assessment will be used to evaluate each students learning abilities. However, during instruction, more engaging activities such as oral question and answer will be used to determine individual abilities. To allow inclusion, students will be grouped and given tests which will also weigh their prior knowledge.

7. Strategies for Engagement and Motivation There will be equal distribution of the above named learning resources. The teacher will ensure maximum student participation for every learning activity undertaken. There will be equal distribution of the above named learning resources. The teacher will ensure maximum student participation for every learning activity undertaken.

8. Different aids will be used in assessment. For example, students who do well in writing will be required to write. On the other hand, learners who can express themselves better through drawing will be required to do so. This will motivate learners to be good at their strengths. Support staff for students with mild learning disabilities (LD)will also be involved. This will ensure all students’ participation. All learners will be required to work according to their individual ability. For example, a gifted learner will require less time to complete an academic task compared to a learner with LD. Different aids will be used in assessment. For example, students who do well in writing will be required to write. On the other hand, learners who can express themselves better through drawing will be required to do so. This will motivate learners to be good at their strengths. Support staff for students with mild learning disabilities (LD)will also be involved. This will ensure all students’ participation. All learners will be required to work according to their individual ability. For example, a gifted learner will require less time to complete an academic task compared to a learner with LD.

9. Conclusion UDL and differentiation are important concepts that enhance inclusion within a classroom environment. This enhances an effective classroom which is a necessity for learning. To achieve this, a professional teacher must be involved. When a teacher is able to realize individual differences of their students through cultural competent learnig, individual interests of students is well built (Hertberg-Davis, 2009).

10. References Conn-Powers, M. et. Al (2006). The Universal Design of Early Education. Young Children archives. www. naeyc. org/files/yc/file/200609/ConnPowersBTJ. pdf. Hertberg-Davis, H. (2009). Myth 7: Differentiation in the regular classroom is equivalent to gifted programs and is sufficient: Classroom teachers have the time, the skill, and the will to differentiate adequately. Gifted Child Quarterly, 53(4), 251-253. Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA Differentiating Instruction: A Practical Guide Conn-Powers, M. et. Al (2006). The Universal Design of Early Education. Young Children archives. www. naeyc. org/files/yc/file/200609/ConnPowersBTJ. pdf. Hertberg-Davis, H. (2009). Myth 7: Differentiation in the regular classroom is equivalent to gifted programs and is sufficient: Classroom teachers have the time, the skill, and the will to differentiate adequately. Gifted Child Quarterly, 53(4), 251-253. Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA Differentiating Instruction: A Practical Guide