Differentiated Instruction Universal Design for Learning Who is

Differentiated Instruction & Universal Design for Learning

Who is in your class? Know your students as individuals • Personal interests • Academic abilities • Interpersonal traits • Family context • Sense of humor

Who is this for? Everyone • Students with disabilities • Students learning English • Students who are advanced • Students who are typical • Students passionate about the topic • Students bored by the topic

What is it, really?

Content • Access is key • Align tasks and objectives to learning goals

Process • Flexible grouping • Classroom management

Products • Assessment • Active learning • Vary expectations and requirements

Reality Check • Differentiated instruction, done right, is a tremendous amount of work. • Do a little bit at a time, over time, do a lot.

Universal Design for Learning • Flexible and supportive of all students • Comes from architecture • UDL at a Glance

UDL Framework

On to Practicalities • So- how do I do it, and what does it look like? – Learning tools – Lesson builder – Book builder – UDL in a 5 th grade English class – CAST

Questions

Resources http: //www. CAST. org Hall, T. , Strangman, N. & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved 10/30/11 from http: //aim. cast. org/learn/historyarchive/backgroundpapers/differ entiated_instruction_udl Rose, D. H. & Meyer, A. (2006). A practical reader in universal design for learning. Cambridge, MA: Harvard Education Press Tomlinson, C. A. (2001). How to differentiate instruction in a mixedability classrooms. Alexandria, VA: ASCD. Tomlinson, C. A. (1999). Mapping a route toward differentiated instruction. Educational Leadership, 57(1).