Universal%20Design%20for%20Learning%20

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Universal Design for Learning Differentiated
Instruction

• Adapted with permission from
• Melanie Learoyd Morag Kelley
• North Vancouver School Board
• May 9, 2009

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• In a diverse classroom, no single method can
  reach all learners. Multiple pathways to
  achieving goals are needed.
• Source Hitchcock, 2002

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Teaching Content to All
Open-ended teaching
Adapted
Modified
Source Brownlie King
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Universal Design

• Origin in the field of architecture.
• Stairs are the access most of us have to
  buildings.
• Historically, architects have designed buildings
  to be accessible for the majority of people, but
  not for all people.
• For some people stairs are a barrier to access
  people in wheelchairs, people on roller blades,
  mothers using baby strollers.

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Universal Design for Learning (UDL)

• Shapes teaching to provide all students access to
  the curriculum.
• Sees that every learner is unique and will
  benefit from a flexible curriculum.

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The Challenge of Learners with Diverse Needs
Redesign the curriculum?
Retrofit the curriculum?
or
The Goal
fix the child
fix the curriculum
goals
methods
materials
assessments
so that it can meet diverse learner needs
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Guiding Principles

• Multiple means of engagement
• to tap into learners' interests, offer
  appropriate challenges, increase motivation
• Multiple means of processing
• to give learners various ways of acquiring
  information knowledge
• Multiple means of expression
• to provide learners alternatives for
  demonstrating what they know

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The Gradual Release Model

• Model
• Guided practice
• Independent practice
• Independent application

Source Pearson,1982
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Differentiated Instruction
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Why Differentiate?

• All kids are different.
• One size does not fit all.
• Differentiation provides all students with access
  to all curriculum.

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What is Differentiation?

• To differentiate instruction is to recognize
  students varying background knowledge,
  readiness, learning styles, and interests, and to
  respond to these differences.

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Comparing Traditional Differentiated Classrooms
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Student Differences

• Traditional
• Student differences are addressed when they
  become a problem.
• Differentiated
• Differences become the basis for planning
  instruction.

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Assessment

• Traditional
• Summative (end of unit).
• Differentiated
• Diagnostic formative so instruction responds to
  the learner.

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Interest/Learning Style

• Traditional
• Interest and learning style rarely inform
  instruction.
• Differentiated
• Students are guided in making interest learning
  profile-based choices instruction is based
  around the ways students learn.

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Instruction

• Traditional
• Much of instruction is whole-class.
• Differentiated
• Many instructional groupings and arrangements.

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Assignments

• Traditional
• Students are usually given the same assignment to
  complete.
• Differentiated
• Multi-option assignments are provided, allowing
  choices for demonstrating learning.

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Factors Guiding Instruction

• Traditional
• A single curriculum guide or text is often used.
• Differentiated
• Student readiness, interest, and learning profile
  guide instruction that incorporates multiple
  materials curriculum guides standards are
  still used, but supplemented by other materials.

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What can we differentiate?
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We Can Differentiate
Content
Process
Product
According to Students
Interest
Learning Profile
Readiness
Adapted from The Differentiated Classroom
Responding to the Needs of All Learners
(Tomlinson, 1999).
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Content

• Differentiate the actual content of the material
  being presented to the students.
• Example Some students may be learning
  single-digit multiplication facts, while others
  are learning to multiply two- or three-digit
  numbers

What do you teach?
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Process

• How the student learns what is being taught
• Example Some students need to interact with the
  material in a hands-on manner, some might prefer
  to read a book or interact with material on the
  computer

How do you teach?
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Product

• How the student shows what he/she has learned.
• Example Students can write a paper or they can
  present information orally

How do you assess learning?
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Assessment in the Differentiated Classroom

• Ongoing
• Instruction-dependent
• Student-dependent
• Informative for continuedinstruction.

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Building Student Profiles
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We Can Differentiate
Content
Process
Product
According to Students
Interest
Learning Profile
Readiness
Adapted from The Differentiated Classroom
Responding to the Needs of All Learners
(Tomlinson, 1999).
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Readiness

• Background knowledge and skill level.
• Example some students may be ready to read
  text at a fifth-grade level, while others are
  ready to read text at a third-grade level

What do they know?
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Assessing Readiness

• Diagnostic assessments (formal or informal)
• Pre-tests
• Informal questioning of background knowledge
• KWL (Know, Want to Know, Learn)

What do they know?
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Interest

• Students interest or preferences
• Interest inventories.
• Inclusion in planning process.
• Specific interests in a particular topic to
  motivate the student.

What do they enjoy?
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Learning Profile

• Learning Styles
• Learning style inventories (visual, auditory,
  tactile, kinesthetic).
• Observing student activities.

How do they learn best (style)?