Reaching and Engaging All Learners through Technology

Differentiating Instruction and Universal Design of Learning.

Here are some tips about, how to apply, Differentiate Instruction and Universal Design of Learning in our classroom.

All, Differentiate instruction strategies, and universal design of learning tools, can not be applied at once during a 45 or 90 minutes lesson.

Also, Do not exist, a specific differentiate instruction lesson plan for a content area, or level of instruction; or; a series of universal design of learning to be applied to a general group of students. No worries.

As teachers, we all had tried to use “different approaches”, and strategies to have our students learn; but, are we using the appropriate ones for our diverse or variance group?

First, we need to understand what is in front of us in a specific classroom, because, the fact of knowing our students background, interest, and hope, will help us to start building the skills to do our job more efficiently.

Our job as teachers, is “connect the knowledge to human beings and in different ways”… (Tomlinson 2009)…

 

Differentiating instruction: is having one clear goal with different support systems or different avenues to reach it.

Differentiation begins with understanding students variance, and accepting student variance as a positive and start finding different ways to connect the group with learning… (Tomlinson 2009)…

Differentiate instruction is also looking a ballpark, or zones, that we can provide for students, or find, appropriate zones for students learning efficiently. Think about students needs, and organize students in those ways.

Apply differentiate instruction in our classroom, is work on open more ways, to students to take in knowledge, more ways to have students, to explore and make sense of knowledge, and provide more ways for them to demonstrate what they have learned.

Differentiate instruction can support, ease, and enhance the teacher’s effort when we set up flexible grouping. During a week, for example, put students of similar interest together, so they can come up, with different takes on the topic, but in areas that matter to them. Also try, grouping students by learning needs, grouping students, by learning profiles, to bring 2 or 3 different ways of exploring a topic together… (Tomlinson 2009)…

 

Universal design of learning: is a useful theory, based on the idea, of the brain is one big integrated network, which work very closely together, and, distribute the processing, to different parts. For convenience, we often think of three different groupings as follow: Recognition networks, strategic networks and affective networks. (Rose 2009)

Universal design of learning provides multiple representations for recognition net work. Students can more easily take an  information and accommodate it. For example: Using Internet, I-pods, MP3s , cameras, white boards, smart boards, and similar devices.

Universal design of learning offer multiple means of expression for strategic network.  Provide alternatives to have students express themselves. For example: video-taping, acting, singing, dancing, doing hands on activities, and others activities related to this.

Universal design of learning, also provide, multiple means of engagement for affective network. Think about, what students like to do in class or what type of activities they enjoy the most. In other words, try different strategies to engage students. For example: using novelties, computer games, board games. etc.

Is never late to start a change in education. Is our responsibility now, to dig, in a myriad of activities, and choose, which ones, can be adapted to our groups, in engage our students in an effective learning.

 

 

 

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