Universal Design for Learning and Differentiated Instruction

As I reflect upon this course I think of the guidelines given by the three principles of the Universal Design for Learning which parallel the learning components and networks in the brain: recognition, strategy, and affect:

1.      Provide alternative formats for presenting information (multiple or transformable accessible media)

2.      Provide alternative means for action and expression (write, draw, speak, switch, graphic organization tools, etc.).

3.      Provide alternative means for engagement (background knowledge, options,

             challenge and support).

I discovered in Differentiated Instruction the answer to many questions and doubts I had about reaching every child. I came to realize that I could match content to the different learners differentiating according to readiness, I also discovered how I could try to compact content for more able students, use learning contracts and differentiate product depend on the student´s level of readiness, interests and learning profiles. I am thinking of using surveys to determine the students learning styles, learning profiles and their readiness in order to determine the preferred style of my lessons.

I have already started working with the technology tools that we have been learning about throughout the masters program and have been introducing these tools in my lessons and have given the students the possibility to use the technology tools that work best for them, having students prepare projects and work use technology they identify with. I have come to realize the importance of diverse tools for instruction in order to motivate students with diverse learning styles. It was fascinating to learn about some of the assistive tools for students with learning difficulties. With these tools students will all have the opportunity to learn the content they need to using the technology to overcome their shortcomings. I plan to use the summer break to master all these tools in order to start using them when they are needed in my lessons.

This course gave me the opportunity to see how enriching the experience of exchanging and sharing with peers that we have come to know through posts in the discussion board and work groups using wiki, google groups and skype is. With the wonderful resources my peers in the differentiation station and I were able to find for determining learning styles and preferences, assessment tools, curriculum materials, assistive technology, instructional technology I will be able to start taking steps to become a better teacher, using differentiated instruction. I will be starting with tiered projects.

As many of my peers pointed out throughout the course, many of us have used some differentiated instruction through intuition, not having any planned support; this has been given to us through this course. We now need to move forward one step at a time.

Maria