Differentiated Instruction & Universal Design for Learning

What is Universal Design for Learning (UDL)? UDL is a set of principles for destining curriculum that provides all individuals with the equal opportunity to learn. It is designed to serve all learners, regardless of ability, disability, age, gender, and/or cultural and linguistic background. What is Differentiated Instruction (DI)? Differentiated instruction is a pedagogical approach to teaching and learning for students of differing readiness levels, interests, and modes of learning within the same classroom (Landrum & McDuffie, 2010) Landrum and McDuffie (2010) also state that the intent of DI is to maximize the students individual success and growth by meeting them at where they are at and assisting them in the learning process. Based on a set of beliefs that children who are the same age differ in their readiness to learn, their experiences, and their life circumstances DI aims to focus on the interests of the students to maximize their learning. UDL aims to help educators developed a classroom environment, learning activities and tools that allow for accessible and fair learning for all students. While Universal Design for Learning provides the teacher with broad principles for planning, differentiated instruction allows teachers to address specific skills and difficulties. (Raynal & Rieunier, 1998) UDL and DI go hand-in-hand. With UDL aiming to provide a fair and equally accessible learning environment, we are then able to provide DI to meet the needs to each and every individual student.

Teaching Strategies Related to UDL and DI

Provide multiple means of representation Provide ways for perception Provide options for language, mathematical expressions, and symbols Provide options for compression (highlighting patterns, big ideas, supply background knowledge, visualization) Use multiple strategies to present content. Use a variety of materials. To present, illustrate, and reinforce new content, use materials such as online resources, videos, podcasts, PowerPoint presentations, etc. Provide cognitive supports. Provide flexible opportunities for assessment. Teach based upon students readiness, interests/passions, and learning profiles Differentiate the content, process, product, and/or learning environment Provide tasks in varying levels of difficultly Use visuals (eg. Graphic organizers, placemat strategy, etc) Choice of topic by interest, with the same task Choice of ways to share information (eg. Acting, singing, drawing, writing, etc) Provide tasks based on readiness demonstrated in preassessments

Resources Inclusive Education http://www.inclusiveeducationpdres ources.ca/udl/ Professional Learning Guide: Differentiated Instruction http://www.edu.gov.on.ca/eng/stud entsuccess/lms/differentiatedinstruc tion.pdf Article: Learning Styles in the Age of Differentiated Instruction: http://dx.doi.org/10.1080/093628309 03462441 Creating your classroom profile! https://docs.google.com/file/d/0B1M LU06xQNcTZTYyMmQ2MWUtMWYz YS00NWMwLWIzM2ItN2JkMGY2OD QwODFm/edit?pli=1&hl=en DI and assessment resource binder http://www.tvdsb.ca/programs.cfm? subpage=91461 Differentiated instruction Video Resources (watch DI in action in classrooms) http://www.tvdsb.ca/programs.cfm? subpage=91429