Being a teacher of special education, differentiated instruction (DI) is an instructional tool that I use every day but through the course’s reading, presentations, discussions, application and collaboration with peers, I have been able to develop a deeper understanding of what DI is and how it works in conjunction with the principles of Universal Design for Learning (UDL) to support and engage all students. DI is not the idea of creating individual ways for each student to gather, practice and share understanding but instead, looking at the child as an individual and having a better understanding of how the brain works. Rose explains that the brain has three networks of recognition, strategic and affective (Laureate Education, Inc., 2009a). As Rose and Meyer continue, “The modular organization of learning networks and the highly specialized subprocesses within networks mean that each student brings a unique assortment of strengths, weaknesses, and preferences to school” (2002, ch. 2). Combining the ideas of DI and brain networks, the main principles of UDL are clearly outlined. To reach a greater number of students, teachers must “provide multiple means of representation, multiple means of action and expression and multiple means of engagement” (Center for Applied Special Technology, 2009). In short, while designing lessons teacher must provide options and choice to students across the board from start to finish. There have to be multiple ways in which students are able to access the information. Through the use of texts, images, videos, graphics and organizers students obtain the information in a preferred manner. Continuing with the idea of choice students can also be given a choice as to how they will practice what they are learning through varied activities. Finally student engagement is capitalized on due to aspects such as subject matter and modes of learning. Students are given the flexibility to choose learning that is supportive of their learning styles, interest levels, readiness and learning profile.
In terms of implementing DI and UDL strategies into the classroom teacher must take a few steps prior to starting a lesson. The strategies and practices cannot be thrown in without thought and meaning, instead teachers have to plan effectively to make the most of the learning activities. First off, teachers need to get to know their students on an individual level. Then, as Dr. Tomlinson states set an objective and finally provide means for differentiation to take place in the content, process and product aspects of the lesson (Laureate Education, Inc. 2009b).
Through the work and collaboration with my Ning (http://waldenningforfun.ning.com/) colleagues we have been able to provide support, ideas and encouragement by sharing our individual triumphs and struggles over our online forum and discussions. We have tackled all aspects and major principles of DI and UDL to make the curriculum available to all students. One of our first tasks was to share sites that could be used to help teachers gather information students through the use of surveys. Student surveys can be used to help teachers understand students on an individual level. Teachers can learn about student interests, learning style preferences, learning profile and readiness. From the sharing of different surveys, I have been able to create my own surveys by taking questions that are age, grade and subject appropriate for my students. This will be the first adjustment to my instructional practice for the coming school years. I will be implementing the use of surveys at the start of the year to make the most of my students’ learning experiences and provide information, practice and expression options that address their learning needs.
Another topic of conversation that continued throughout the course was the use of technology to reach the needs of students and support the implementation of DI and UDL. Technology is the key to unlocking the needs of a diverse population of learners. Through the collaborative work of sharing experiences, finding, websites, programs and understandings I am walking away from this differentiated station experience with a toolbox full of new ideas that intrigue and excite me. As Dr. Smith and Dr. Throne suggest technology gives us option to differentiate content and process to make it rich, meaningful and authentic (Laureate Education, Inc., 2009b). I now have a list of different websites with ways in which to differentiate using technology which is stored on my delicious social bookmarking account. I have a whole host of tools that will help me differentiate such as the use of jigsaw strategies, choice boards, WebQuest, and RAFT writing assignments. Through the use of all of these strategies, students can be given choices about how they will learn the necessary information as to how they will present and express their understandings.
The experience I have had using Ning to collaborate with my colleagues was rewarding and supportive. It was a great way to connect people over great distances with the same passion to build knowledge and understanding through individual experiences, expertise, shared resources and discussion. I am very confident in my ability to gather information to understand my students and provide flexibility to help students reach the set learning objective through the help of technology, DI and UDL strategies and principles. Here is to a successful school year!
References
Center for Applied Special Technology (“CAST”). (2009). UDL guidelines, version 1.0.
Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
Laureate Education, Inc. (Executive Producer). (2009a). Brain Research and UDL. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009b). Differentiating Instructional Elements. Reaching and engaging all learners through technology. Baltimore: Author.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
