Write your reflections from the classmate post by selecting an idea from the reading, describing your thoughts and feelings about it. (MINIMUM OF 150 WORDS)
This chapter reading about UDL guides the design of learning experiences to proactively meet the needs of all learners. The core aspect of UDL is that the learning goals are the same for all students while providing different ways these goals are achieved.
The UDL principle of Multiple means of representation can be met through purchasing a range of books including large print, easy read formats, e-books, videos with subtitles and sign language, tactile books, and braille books. These multiple avenues enable a greater number of students to access literature.
Multiple means of expression provide avenues for a variety of approaches for students to express their understanding of the text instead of the usual ‘read aloud’. These approaches could be via sign language, video, role play, board games, and storyboards.
Multiple means of engagement mean that a range of student interests and backgrounds should be incorporated within the texts to engage students.
Differentiated instruction is a teaching approach that tailors the instruction to all students’ learning needs. All the students have the same learning goal. But the instruction varies based on students, interests, preferences, strengths, and struggles. Instead of teaching the whole class in one specific way (lecture), a teacher uses a bunch of different methods. There are four areas where teachers can differentiate instruction: content, process, projects, and learning environment.
UDL and differentiated instruction are similar concepts that share many of the same goals, ideas about learning, and even classroom practices. However, the two differ in a few key aspects of their guiding principles. They both share a common end goal, to help all students to learn and achieved the most they possibly can. They both believe that students should not all be forced to fit into the mold of a single curriculum. However, they differ in the ways in which they go about achieving their goal. Differentiated instruction places a lot of emphasis on formative assessments, which make the basis for many instructional decisions. The key is to be constantly assessing students, determining what they need, and then adjusting instruction in order to meet those needs. UDL looks at adjusting instruction like an architect designing a building, rather than adjusting as problems arise in the lesson the teacher anticipates these problems and incorporates modifications into the curriculum from the outset.
It makes sense to include both in the classroom. Teachers should be anticipating student differences and planning for them from the start. However, they should also be monitoring student progress and implementing adjustments that need to be made as they go.
Price, K. M., & Nelson, K. L. (2018). Planning effective instruction: Diversity responsive methods and management.
Servillio, K. L. (2009). You Get to Choose! Motivating Students to Read through Differentiated Instruction. TEACHING Exceptional Children Plus, 5(5).