Week 8 reflection

The goal of this course was to explore strategies for improving instruction and student engagement. During this course, two research-based instructional frameworks were explored in detail: Universal Design for Learning (UDL) and Differentiated Instruction (DI). The UDL approach relies on adaptability, flexibility, and technology to provide all students with an appropriate learning approach. Differentiated Instruction (DI) requires that modifications be made to lessons to support the differences in students and their needs. In this application, a plan for developing and implementing instruction and assessment that reaches and engages all of my students will be addressed. Areas of focus include tools to use to determine students’ academic strengths and weaknesses, tools to use to determine students’ interests, learning styles, intelligence preferences, and learning profiles, and modifications made in the learning environment to meet the needs of diverse learners. Other concentration areas will include steps to take to add differentiated elements to instruction, including the use of technology, where and when to begin, and alternate types of assessments to implement to enable all students to demonstrate their learning. Lastly, areas covered include plans to engage administrators, colleagues, parents, and students regarding classroom practices, and managing the current technology available as well as obtaining additional technology to support and facilitate learning in the differentiated classroom.
Before I can begin to implement Universal Design for Learning (UDL) and Differentiated Instruction (DI) effectively, I need to gain an understanding of my students’ academic strengths and weaknesses, as well as their interests, learning styles, intelligence preferences, and learning profiles. One way to assess where my students are academically is to give them pretests before I begin a unit. This will help guide my instruction based on individual students’ needs. It is also important to determine your students’ interests, learning styles, intelligence preferences, and learning profiles. To determine student interests, an interest survey can be given. There are many online survey tools that can be used to create surveys that students can take either the traditional paper and pencil way or online such as SurveyMonkey, Pollanywhere, and Survey Pirate. Surveys given early on can also help determine your students’ interests, learning styles, intelligence preferences, and learning profiles. This wealth of information can help inform your lesson design.
Next, I will modify my classroom learning environment to meet the needs of my diverse learners. The classroom environment should feel safe and inviting. It needs to accommodate students who need order and routine, such as the autistic student, as well as those who thrive in a colorful, creative and novel environment, such as the ADHD student. (Laureate Education, Inc., 2009). My ideal classroom learning environment to meet the needs of my diverse learners would include stations and centers, areas that are geared toward quiet individual learning time, and space for group collaboration.

As this course winds down, I have identified steps to take to add differentiated elements to my instruction. The prospect of differentiation can seem overwhelming, and sometimes it can be if too much is attempted at one time. First, we need to realize that not everything we do needs to be differentiated. As Carol Tomlinson (2004) tells us, we should choose “a pace that pushes you a little bit beyond your comfort zone--neither totally duplicating past practice nor trying to change everything overnight” (pg.1). Start with one or two strategies reflect on their success at helping to achieve the goal, and continue from there. By incorporating the use of technology to help differentiate instruction, you will not only add a wealth of online tools to your toolkit, but you will also help to engage the students in the process.

Next, I will use alternate types of assessments to enable my students to demonstrate their learning. Instead of the traditional, standardized tests, students should be able to demonstrate their learning in a variety of ways. Alternate ways to assess my students’ learning can include oobservations, journal entries, self-and peer-evaluations, and projects. Technology can be used to complete assessments, such as PowerPoint presentations, Voice Threads, and Podcasts to name a few. Students can then post their ‘assessments’ on the classroom wiki, which will be used for my students, as well as for parents and administrators to observe classroom practices. Parents and administrators are encouraged to visit the class site to see the students’ progress and view their work. This will not only keep the parents administrators, and colleagues engaged in my classroom practices, but it will act as a stage for my students to showcase their abilities.

Currently, the technology available to my classroom is limited to a class laptop, an overhead projector, and a CD player. There is a projector that is shared amongst 10 teachers in my department and a computer lab down the hall. First and foremost, I need to become more familiar and comfortable with Web 2.0 applications. I then need to speak with the IT person at my school and determine what applications I can currently use, what applications I can use with modifications, and what applications I can request be unblocked for future use. As Carol Tomlinson (2001) reminds us, “When teachers believe that students can learn, almost anybody can earn almost anything if they work hard enough and I work hard enough.”


References

Bray, M., Brown, A., & Green, T. (2004). Technology and the Diverse Learner: A Guide to Classroom Practice. Thousand Oaks, CA: Corwin Press.

Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author.

Tomlinson, Carol A. (2001). How to Differentiate Instruction in Mixed-ability Classrooms. Alexandria, VA.: ASCD Publications.