Universal Design Learning & Differentiation

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by MariaMcClain
Last updated 6 years ago

Language Arts

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Universal Design Learning & Differentiation

Universal Design Learning & Differentiation

Universal Design for Learning has three main ideas. The first one asks teachers to provide many ways to represent the content of a lesson. Teachers can use text-based problems, read alouds, and short videos. The second main idea says to provide many ways of action and expression to communicate the desired material. Teachers can use feedback, hints, and give different options for students to present their findings (Zydney & Hasselbring, 2014). Finally it requires teachers to provide many ways to engage the learners. Teachers need to capture the students' interests, make learning relevant, create a safe cooperative learning environment, and at the same time provide students different ways to self-evaluate the learning outcomes (Pucket, 2013).

There are many similarities in both approaches. Both approaches understand that all students are at different academic, social and readiness levels. Teachers' lessons need to accommodate the needs of all their students. To achieve equity teachers need to add to their lesson plans different tools and strategies to ensure inclusivity for all students (Dalton & Brad, 2012). Both approaches's main goal is help all the students succeed in the classroom by having high expectations for all students (Pucket, 2013).

The main difference I find between Differentiation and Universal Design for Learning Approach (UDL) is the enphasis on assessments. Differentiation approach uses a lot of formative assessment's data to drive their instruction. UDL on the other hand basis the differentiation on the way the teacher is going to present the content and on the options they are going to give their students to show mastery (Pucket, 2013).





Classroom differentiation starts with the knwledge of your student's needs. You need to know where your students are on each standard in order to fill in any gaps. Formative and summative assessments provide teachers with valid information to drive their instruction. Teachers plan the next day or next week's activities based on the formative assessments data. Each student has different needs (Pucket, 2013).

References:Dalton & Brand (2012). Assessment of young children through the lens of universal disign for learning. Form of Public Policy Online. 1 (1) 1-18. Retrieved from eric.ed.gov/?id=EJ979436Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA. Zydney & Hasselbring (2014). Mini anchors: a universal design for learning approach. Tech Trends: Linking Research & Practice to Improve Learning. 58 (6) 21-28. doi: 10.1007/s11528-014-0799-5

EDU 673Professor Susan AdragnaMaria McClainSeptember 15, 2015

I will use both approaches Differentiation and UDL in my lesson plans. I will use formative and summative assessments to know the readiness levels of my students. I will present the content using different modes like text, videos, and audio formats. I will allow my students to show their understanding using creative ways like a poster, a poem, or an application from their i-pads. In my district every student has an i-pad. I will differentiate the graphic organizers requesting more or less information based on the student's academic levels. Finally I will use a variety of strategies that appeal to all levels of intelligences and academic levels because I will have high expectations for all my students. Some strategies I will use are to create a physical representation, equity sticks, group collaboration, and jiwsaw strategy.

In my classroom


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