Throughout the past eight weeks I have learned that my ability to use technology and differentiated instruction can help all students to learn. Differentiation begins when a teacher acknowledges student variance, accepts variance as a positive, and provides avenues for learning. “Because all three brain networks are involved in learning, teachers cannot literally ‘teach to’ students’ recognition, strategic, and affective networks as separate entities” (Teaching Every Student, p. 1). “Universal Design for Learrning is an extension of an architectural movement called universal design. Originally formulated by Ron Mace at North Carolina State University, the idea behind universal design in architecture is to create structures that are conceived, designed, and constructed to accommodate the widest spectrum of users, including those with disabilities, without the need for subsequent adaptation or specialized design” (The Origins of UDL, pg. 1).
There are many resources I have learned how to implement into by classroom after taking this course. I have learned how to use surveys, lesson builders, self checks, book builders, just to name a few. I have also discovered that technology can be a path to global learning, can broaden learning and help teachers to learn student ability levels. Like Kirsten Howard states, I can now hold thirty hands while only using two. “UDL focuses educators on developing flexible curricula that provide students with multiple ways of accessing content, multiple means for expressing what they learn, and multiple pathways for engaging their interest and motivation” (Howard, K., pg. 26-27).
Some adjustments that I will make in my classroom are: provide students with interest surveys in order to create lessons that will interest and motivate, allow students several options when choosing a project, adjust assignments to meet the individual needs of students, and allow students to collaborate and communicate with students from other schools to create global learning. The most effective change I can make is proved students with flexible methods of presentation, expression, and engagement. Ultimately, if I provide students with flexible methods, then I am accommodating a wider range of learning. In addition to changing the way I teach and make assignments, I will also need to take a closer look at variety in assessment. Instead of using standard multiple choice, true/false, matching tests, I will strive to have my students compare and contrast and complete assessments that allow them to internalize the material taught.
In conclusion, I have learned valuable information over the past eight weeks that will help me to implement technology as well as better instruction for all students. I feel very strongly that UDL will provide a new and better approach to learning for all of my students. I have also learned by visiting several CAST (Center for Applied Special Technology) sites how to develop flexible curricula that will allow my students “multiple ways of accessing content for expressing what they learn, and multiple pathways for engaging their interest and motivation” (Howard, pg. 27).
References:
Howard, K. L. (2004). Universal Design for all learning: Meeting the needs of all students.
International Society for Technology in Education, 31 (5) 26-29. Retrieved from the Eric
Database.
Teaching Every Student: Chapter 4-The Framework for UDL: Three Principles.
http://www.cast.org/teachingeverystudent/ideas/print.cfm?=Teaching %20every20
Retrieved, 30 October, 2010.
Sunday, October 31, 2010
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